The Academic′s Handbook [4th Edition] 1478010061, 9781478010067, 1478011114, 9781478011118, 1478012641, 9781478012641

Citation preview

  The

 Academic’s Handbook

  The

 Academic’s Handbook Fourth Edition Revised & Expanded

Lori A. Flores and Jocelyn H. Olcott, Editors duke university press Durham and London  2020

 © 2020 duke university press All rights reserved Printed in the United States of Amer­ic­ a on acid-­free paper ∞ Cover designed by Matthew Tauch Text designed by Courtney Leigh Richardson Typeset in Whitman and Constantia by Westchester Publishing Services. Library of Congress Cataloging-­in-­Publication Data Names: Flores, Lori A., editor. | Olcott, Jocelyn, [date]. Title: The academic’s handbook / edited by Lori Flores and Jocelyn Olcott. Description: Fourth edition, revised and expanded. | Durham : Duke University Press, 2020. | Includes index. Identifiers: lccn 2020003436 (print) | lccn 2020003437 (ebook) | isbn 9781478010067 (hardcover) | isbn 9781478011118 (paperback) | isbn 9781478012641 (ebook) Subjects: lcsh: College teachers—­United States. | Universities and colleges—­United States. Classification: lcc lb1778.2 .a24 2020 (print) | lcc lb1778.2 (ebook) | ddc 378.973—­dc23 lc rec­ord available at https://­lccn​.­loc​.­gov​/­2020003436 lc ebook rec­ord available at https://­lccn​.­loc​.­gov​/­2020003437

Contents

Acknowl­edgments  ix Introduction 1 lori flores and jocelyn olcott

PA RT  I. YO U R ­C A R E E R A RC F RO M G R A D S C H O O L T O R E T I R E M E N T  7

1. The Tenure-­Track Job Search, Start to Finish  9 karen kelsky

2. Developing an Academic Identity: Lead with “You”  18 yuridia ramírez

3. How to Negotiate for a Higher Salary  24 lori flores and jocelyn olcott

4. Scholarship and Life off the Tenure Track  28 bryan pitts

5. The Dangers of ­Doing Other ­Things: Why I’m a Scholar but Not an Academic  32 cynthia r. greenlee

6. From Contract to Tenure  38 sylvanna m. falcón

7. A Few Rules of Thumb about Conference Pre­sen­ta­tions and Invited Talks  45 lori flores and jocelyn olcott

8. Finding My Way in Academia: My Non-­Tenure-­Track Path to Success in Food Studies  47 sarah portnoy

9. Surviving the Dream  56 sarah deutsch

PA RT I I. T H E T R I N I T Y O F AC A D E M I C L I F E: R E S E A RC H, T E AC H I N G, A N D S E R­V I C E  67

10. Applying Successfully for Grants and Fellowships  71 miroslava chávez-­g arcía, luis alvarez, and ernesto chávez

11. The Modern Research Library  82 david hansen and deborah jakubs

12. Suggestions for Alleviating IRB Angst  95 james e. sutton

13. Informed Consent and the Ethics of IRB Research: A Case Study of the Havasupai Tribe’s Lawsuit against Ge­ne­tic Researchers  103 nanibaa’ a. garrison

14. Publishing Your Research  109 rosanna kathleen olsen

15. Academic Book Publishing  118 cathy n. davidson and ken wissoker

16. Holding the Space: Reflections on Small-­Class Teaching and Learning  142 magdalena mączyńska

17. Teaching the Large Lecture  156 genevieve carpio and neil k. garg

18. Lessons from the #FergusonSyllabus  165 marcia chatelain

19. Creative Approaches to Student Assessment  172 frederico freitas, brenda elsey, steven alvarez, jeremy v. cruz, romeo guzmán, sonia hernández and tiffany jasmin gonzález, sheila mc­m anus, laura portwood-­s tacer, and meghan roberts vi  Contents

20. Technology in Teaching  181 laura m. harrison

21. Neurodiversity in the Classroom  189 john elder robison and karin wulf

22. “Typical Dreamer”: Some Reflections on Teaching, Advising, and Advocating for Undocumented, Veteran, and Nontraditional Students  193 eladio bobadilla

23. Understanding Microaggressions  203 antar tichavakunda

24. Shifting Borders: Collaborative Teaching and Researching with Students on Latinx Roots in Oregon  208 lynn stephen

25. The Florida Prison Education Proj­ect  217 keri watson

26. So, You Want to Start a College-­in-­Prison Program?  221 kathryn j. fox

27. Ser­vice Learning: ­Doing Development in West Africa  223 charles piot

28. Mentoring for Success across the Academic Spectrum  232 joy gaston gayles and bridget turner kelly

29. Anonymous: Making the Best of a Peer Review  240 sharon p. holland

30. Questions to Ask Yourself about Requests for Ser­vice  247 lori flores and jocelyn olcott

PA RT I I I. I S S U E S I N ­T O DAY ’S AC A D ­E M Y  251

31. Navigating Social Media as an Academic  255 natalia mehlman petrzela

32. My Social Media Philosophy in (Roughly) One Thousand Words  258 n. d. b. connolly

33. Moving beyond Student Teaching Evaluations  261 michelle falkoff Contents vii

34. Work-­Family Balance in Academia  265 lauren hall-­l ew and heidi harley

35. Ableism in the Acad­emy—­It’s What’s for Breakfast  272 stephen kuusisto

36. ­Free Speech and Academic Freedom  274 matthew w. finkin

37. Contingency  285 cary nelson

38. The Corporate University in the Age of Trump  295 david schultz

39. Making Campus Safer: Academics Fighting Sexual Vio­lence and Sexual Harassment  302 elizabeth quay hutchison

40. Decolonizing and Building Community  318 kelly fayard

Contributors 323 Index 331

viii  Contents

Acknowl­edgments

Many thanks to all the wonderful authors in this volume who generously contributed thoughtful, creative, often provocative ideas about how to approach vari­ous aspects of academic life and life beyond the acad­emy. Duke University Press put together its characteristically expert team to bring this volume into the world, starting with soliciting reports from two very helpful anonymous readers. Editorial associate Alejandra Mejía shepherded this volume through its complicated journey. Proj­ect editor Ellen Goldlust carefully directed the production pro­cess, polishing prose and eradicating typos along the way with Suze Schmitt. Chad Royal, Christopher Robinson, and Matthew Tauch and Courtney Leigh Richardson also assisted with getting this book into print. Above all, Gisela Fosado brought the two of us together and inspired us with her vision for a new edition of The Academic’s Handbook that would reflect the many ways the acad­emy has changed as well as the many ways it has yet to change. It has been an honor to endeavor to live up to that vision.

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Introduction lori flores and jocelyn olcott

What might I be able to negotiate for when accepting a new job? What ser­vice requests are okay to say “no” to? What goes into writing a renewal, promotion, or tenure letter (my own or somebody ­else’s)? How do I successfully balance my work and personal responsibilities? How do I get funding for my research and publish my research? What strategies w ­ ill make my teaching more manageable and pleas­ur­able? This handbook helps demystify academia and answer common questions we encounter over the course of our c­ areers. The amount of time and physical and emotional energy required to make it through gradu­ate school, and then pursue and keep a ­career in academia, is significant. Most of us embarked upon our academic journeys b­ ecause we love the combination of research, writing, and teaching; helping o­ thers learn and being lifelong learners ourselves; saying something valuable to our discipline or the wider public; and being able to live—to varying degrees—­a “life of the mind.” It can be hard, however, to remember that passion when you encounter the realities of sustaining an academic ­career. ­There is Impostor Syndrome (“Every­one ­will discover that I d­ on’t ­really belong h ­ ere”), isolation (“Is anyone e­ lse ­here? Am I the only one feeling this way?”), the uncertainty of the job market, burdensome teaching loads, financial strain, the need to navigate delicate po­liti­cal relationships, and the challenge of building a supportive network that promotes your intellectual vitality and personal wellness. Academia itself has changed so dramatically in recent years that trusted mentors may be struggling themselves to navigate this new terrain. This Fourth and Revised/Updated Edition of The Academic’s Handbook aims to provide helpful advice to academics at e­ very ­career stage, from entering the job market, through one’s first job and (for ­those on this track) the pro­cess of getting tenure, and then onto negotiating the challenges of accepting leadership and administrative roles at their institutions. The last edition of the handbook was published in 2007, and we are excited to offer an updated edition that reflects impor­tant changes and trends in academia over the last de­cade. We not

only prioritized the gathering of contributors who more accurately reflect the diversity of scholars in the acad­emy but also have included essays that acknowledge the real­ity that ­there is no longer a “conventional” or “typical” academic or academic position. This edition tackles topics such as the increasing “adjunctification” of the acad­emy; the debates around technology, social media, and f­ ree speech in classrooms and wider campus communities; successful publishing and grant-­writing strategies in a changing landscape of resources; and the rising number of ­mental illness diagnoses among students, staff, and faculty. Between the last edition and this one, ­there have emerged many useful academic advice essays, blogs, websites, books, and coaching ser­vices. So, what is the added value of a handbook like this one, in an age when you can type in a question or phrase into a search engine and find multiple sources of wisdom? This handbook serves as a complement to t­ hese other resources, offering a curated collection of advice from a diverse array of academics and a starting point to formulate questions for an online search or a professional coach. We envisioned, and believe in, this handbook as a tangible ­thing you can hold in your hands, keep on and pull off your bookshelf, and read and mark up in ­those times when you want to unplug from the digital realm. Presented together in one volume, ­these essays w ­ ill hopefully encourage you to step back and look at your pre­sent situation in terms of the longer arc of your c­ areer and the wider community of academics. We want this handbook to be not only a gift to the new academic as they embark on their first position but also a resource and comfort to ­those who have labored in academia for longer—­perhaps approaching challenges and opportunities for the first time or perhaps seeking new ways to navigate them. If ­you’re feeling stuck or alone, or wondering about how to take a next step, or want to be inspired by the words and suggestions of your peers, this handbook can be useful in all of ­those moods and moments. The amount of daily interaction among colleagues is dwindling, not ­because we want it to, but ­because of the increasing demands upon our time and attention. Our pre­sent culture of “busyness” and overcommitment, as well as the corporatization of higher education, has resulted in us feeling as if we cannot give ourselves the permission to slow down for something that w ­ on’t appear on our annual reports, to have longer conversations with our peers and reflect upon how our life is g­ oing inside and outside of the workplace. We all have to come to realize that academic work is never done, and ­will take up as much time and space as we allow it. While we often consider scheduling flexibility as a perk, it can easily foster the feeling that one should be working all the time on a big idea, a pile of grading, or an inbox full of email. Think of this handbook as part of your support network as you balance your life’s par­tic­u­lar set 2  lori flores and jocelyn olcott

of responsibilities. It holds within it the voices of multiple colleagues who, in wise and accessible language, affirm for you what is exciting and fulfilling about academic work while reminding you that maintaining bound­aries around your ­labor is not only okay but necessary. Our contributors—­who represent a wide range of personal experiences, disciplines, job titles, and ­career stages—­have generously shared their thoughts ­because they care about professionalization, demystification, and reckoning with the changed realities of the academic landscape. First, the students we are encountering and teaching have changed. Since 2000, the number of low-­income students enrolled in college has increased 15 ­percent; the number of students who identify as female, Asian/Pacific Islander, or Native American/Alaskan Native have each increased 29 ­percent; the number of Black students has risen by 73 ­percent; and the number of Latinx students has increased by 126 ­percent. In 2015, 41 ­percent of college students ­were 25 or older.1 Our students are diverse not just along t­ hese lines of race, sex, class, and age, but able-­bodiedness and learning ability, sexual orientation and gender identity, religious and ­po­liti­cal ideology, immigration and citizenship status, and can range in educational background from “legacy” to “first-­gen.” In their essay “Teaching the Students We Have, Not the Students We Wish We Had,” Sara Goldrick-­Rab and Jesse Stommel point out that “­Today’s college students are the most over­burdened and undersupported in American history. More than one in four have a child, almost three in four are employed, and more than half receive Pell Grants but are left far short of the funds required to pay for college.”2 ­These challenges are only compounded by other personal concerns such as being a transfer or international student, a student in need of learning accommodations, someone who has experienced trauma, or someone who lives with the constant fear that they or their ­family members w ­ ill be deported. Faculty members must give attention, care, and compassion to this wide range of students. Academia has not kept up, however, with recruiting and retaining faculty members who meet and reflect this level of student diversity. According to the National Center for Education Statistics, in the fall of 2013, Asian/Pacific Islander faculty made up only 10 ­percent of full-­time faculty at postsecondary degree-­granting institutions, Black faculty only 6 ­percent, Latinx faculty only 4 ­percent, and Native faculty less than 1 ­percent (­these numbers exclude faculty who identified as multiracial). In 2015, the number of faculty members of color (including adjunct and visiting faculty) stayed fairly consistent at 23 ­percent. When we count only tenured faculty, the number falls to 17 ­percent.3 W ­ omen, though they are getting hired almost on parity with men for academic positions, suffer a tremendous pay gap upon hiring that follows them throughout their Introduction 3

c­ areer if unchecked. Their numbers also drop upon tenure (only 38 ­percent of tenured faculty ­were ­women in 2015). If one is a younger ­woman or ­woman of color, statements that directly or indirectly communicate “you ­don’t look like a professor” have sparked Twitter hashtags and movements such as #ThisIsWhatAProfessorLooksLike to demand the same re­spect and recognition readily conferred upon many white male faculty members. This failure to retain and promote underrepresented academics is multifaceted. Real sexism and racism are at play, along with the burnout of faculty of color and w ­ omen through too many ser­vice and mentoring demands. For many of us, ­these requests appeal to the aspirations that first drew us to academia, but they also can leave us feeling over­burdened and exhausted. In addition, a lack of robust mentoring structures and transparency about expectations may result in many feeling as though they a­ ren’t properly “clued in” to the game of academia and how to reach its continuously moving goalposts. A second sea change that has taken place since the last edition of the handbook has been the increasing casualization and precarity of academic l­ abor. The recession of 2008 had tremendous r­ ipple effects that have been compounded by the 2020 pandemic. Gradu­ate school applications increased, while a backlog of ­people already looking for academic jobs piled up as presidents and deans instituted hiring freezes. ­Today, the academic job market is fiercely competitive, as im­mensely qualified scholars contend for a shrinking number of jobs and an even smaller number of tenure-­track jobs. Some of the essays ­here discuss academic life off the tenure track and its dif­fer­ent destinations, which range from leaving academia altogether to embracing and thriving in a non-­faculty position in an educational setting. ­Those in privileged tenured positions must become better attuned to how to advocate for their colleagues and students in more vulnerable positions, even as they endure their own pressures and frustrations. Very few academics ­today can enjoy comfortable travel and research funding, or take for granted the autonomy and stability of their departments and programs. Although academic life has changed radically since the previous edition of this handbook, we still have the capacity to shape the terms of our employment (as ever, in conditions not of our own choosing) through the choices we make about where to dedicate our time and energy. To that end, the three parts of the handbook offer aerial-­view and close-up advice that w ­ ill help you feel b­ etter ­prepared for changing times. Part I, “Your ­Career Arc from Grad School to Retirement,” opens with an essay that guides you from the job market to signing a job contract. The essays that follow address how to negotiate contracts, navigate departmental politics, and consider a variety of ­careers. For ­those who pursue a ­career on the tenure track, two chapters explain how to make strategic 4  lori flores and jocelyn olcott

choices along the way to tenure, and words of wisdom about how to keep working in a healthy and sustainable way ­after this milestone is reached. Part II, “The Trinity of Academic Life: Research, Teaching, and Ser­vice,” delves into ­these three components of faculty life. The section opens with practical pieces of advice about how to find and apply for sources of funding for your work, make the most of the modern research library, and develop e­ thical research practices. It continues with seasoned advice on how to prepare your scholarship for journal and book publication, particularly in the changing world of e-­publishing. Amid debates on the usefulness of the lecture and “flipping” the classroom, several contributors offer their take on what works for them when they teach. Two contributions take up the thorny question of how to ­handle the presence of digital devices in their classrooms, with one describing the benefits of banning them and another stressing their value for promoting inclusivity and neurodiversity. A pair of chapters provide concrete strategies for teaching in large lecture halls and smaller seminars, one of the creators of the #FergusonSyllabus attests to the power of crowdsourcing, and we experimented with crowdsourcing to gather suggestions for creative assignments. Along that vein, we have included a compilation of assignment and assessment ideas that we crowdsourced from professors over social media. Several contributions in this section offer advice about how to make classrooms welcoming to all students, including ­those historically underrepresented in college classrooms. The final four pieces in the section on teaching explore ways to take teaching into the broader world, ­whether in your home communities, local prisons, or on another continent. The section about ser­vice discusses mindful mentorship and advising; the significance of peer evaluations; questions to ask yourself before deciding to take on a ser­vice commitment; and how to design a course that engages with and serves the wider community. Part III, “Issues in ­Today’s Acad­emy,” discusses the big questions we might have about fashioning our identities and lives as academics. Two public intellectuals discuss their relationship with social media, while another essayist discusses academic freedom and f­ ree speech. The following piece considers another aspect of the digital revolution’s impact on academia, pointing to the need to redesign student evaluations in the age of internet bullying. A co-­written piece on balancing work and ­family, penned by two professors who ­adopted ­children in the United States and in Scotland, provide a transnational perspective of academic parenthood. Essays on the corporatization of the university, sexual harassment, and building up intellectual community and town-­gown relations round out this final section. Introduction 5

The experience of meeting each other and working together on The Academic’s Handbook has taught us so much about the need for dialogue and collaboration, on multiple levels. We come from dif­fer­ent personal backgrounds and teach at dif­fer­ent kinds of schools, but we share impor­tant observations about what’s exciting and what’s problematic about academia that made us e­ ager to update this volume. We want our readers (and ourselves) to be able to pick up this handbook when it’s been a hard day, when we need some inspiration in our classroom or department meeting, or when we need to remind ourselves that it’s okay to say a “yes” or a “no” to something. This handbook is a part of your community of support, and we look forward to continuing to update this work as it is needed. While ­there is so much more to discuss beyond what is covered ­here, the essays ­here continue much-­needed conversations and hopefully extend the promise that academia can be a profession you can navigate, shape, and enjoy.

notes 1. Manya Whitaker, “The 21st-­Century Academic,” Chronicle of Higher Education, 2 January 2018 (https://­www​.­chronicle​.­com​/­article​/­The​-­21st​- ­Century​-­Academic​/­242136​/­). 2. Sara Goldrick-­Rab and Jesse Stommel, “Teaching the Students We Have, Not the Students We Wish We Had,” Chronicle of Higher Education, 10 December 2018 (https://­www​.­chronicle​.­com​/­article​/­Teaching​-­the​-­Students​-­We​-­Have​/­245290). 3. Whitaker, “The 21st-­Century Academic.”

6  lori flores and jocelyn olcott

PA RT I

Your ­Career Arc from Grad School to Retirement

When the first edition of The Academic’s Handbook was published in 1995, t­ here was more of an agreed-­upon sense of what a “normal” or “traditional” academic ­career looked like, though changes w ­ ere already afoot. Now, t­here are many pathways to follow a­ fter gradu­ate school, including the more conventional (if increasingly rare) tenure-­track ­career as well as other possibilities both within and outside the acad­emy. T ­ here are nearly infinite possibilities for putting your research and teaching skills and specialized knowledge to use outside the acad­ emy, but, given this volume’s scope, the chapters ­here focus mostly on pathways ­running through or near academic institutions. Karen Kelsky (“The Professor Is In”), who left a tenured position to launch a ­career as a professional academic mentor, offers advice on how and when to approach the academic job market and how to negotiate your first contract. Yuridia Ramírez describes her experience cultivating an academic identity without stifling her own ebullient personality. We offer some advice for negotiating a higher salary (and other benefits) at vari­ous ­career stages. Bryan Pitts and Cynthia Greenlee discuss their decisions to pursue non-­faculty ­careers—­Pitts directing an area-­studies program at a university, and Greenlee outside of the acad­emy but still occasionally dipping a toe in when she desires. Sylvanna Falcón explains how to cross the difficult terrain from signing a contract to securing tenure by cultivating appropriate support systems at your institution and beyond. We offer some basic guidelines for talks and pre­sen­ta­tions, including every­thing from job talks and conference pre­sen­ ta­tions to invited lectures. Sarah Portnoy discusses how to navigate academic

life off the tenure track, making use of institutional resources while recognizing the dif­fer­ent expectations and protections for non-­tenure-­track faculty. Fi­ nally, Sarah Deutsch offers counsel about how to manage the inundation of ser­ vice, mentoring, and evaluating requests that follow a successful tenure review. While the privilege of tenure does come with expectations that you w ­ ill mentor and support ­those climbing the ladder b­ ehind you, it does not mean you have to turn your life over to ser­vice or that you w ­ ill no longer need mentoring yourself. While ­there are now, for better and for worse, many ways to be an academic—­ and even more ways to be an intellectual—­they still all require smart and practical strategies for balancing research, teaching, ser­vice, and life.

8  part i

1. The Tenure-­Track Job Search, Start to Finish karen kelsky

­ very department has its own culture with regard to hiring, so it is impossible in E an essay to encompass the full range of practices. Places wherein departments differ include the point at which the ­whole department is or is not involved in decision-­making, and the relative power of the department, search committee, department head, or dean to make the final decision about the person offered the job. I ­will share with you the pro­cess that prevailed in all of the departments with which I was associated, as it is a very common one. It w ­ ill at least get you into the ballpark of how the typical American tenure-­track job search is conducted and provide a comparison point for any deviations you encounter moving forward. As with all t­ hings job-­search related, general advice can only go so far. Do weigh this chapter against practices ­you’ve observed in your own department and what mentors in your field tell you about your own field. The single most impor­tant ­thing any job seeker can do is to participate in searches in your own department—­minimally by attending job talks and participating in department-­wide conversations, even better by serving as gradu­ate student representative on an ­actual search committee.

Step 1

For a tenure-­track job opening to exist, t­ here needs to be a line. A line is permission that a department receives from the dean to hire in a certain area. While the acquisition of a line is not something the candidate plays a part in, it is

useful to start the summary of the job search h ­ ere, ­because it sets the stage for what follows. The effort to get a line starts the year prior to the job search itself. In most cases, departments are asked to pre­sent their ranked list of hiring requests to the dean during the spring term. ­These lists must include a rationale for each line request, in terms of programmatic need, teaching demand, leveraging current strengths to fill as many gaps as pos­si­ble with one person in a strategic way, and promises of enrollment and funding that this hire ­will bring in. This rationale and the ranked list itself has to be fought out in the department; by the time the line is requested, feelings are oftentimes already ­running rather high about the urgency of the hire. The dean gathers all the requests from all of the departments u­ nder his or her purview and evaluates them against the bud­get available for new hires. In any case, eventually the decision is communicated to the department: you have been approved to search for a line in xxx. In almost no cases do departments get approved for all of the lines they request. Large, wealthy departments in stem and Business tend to get more lines approved; small humanities departments may get no lines approved at all. In the current impoverished state of higher ed, departments may go years without a single new tenure-­track hire, and indeed may be seeing their department shrink precipitously with years of retirements or departures ­going unreplaced. I share this background b­ ecause it is my view that the single most impor­ tant m ­ ental exercise for all job seekers hoping for success on the tenure-­track job market is learning to see the hiring pro­cess from the search committee’s perspective rather than their own. Job seekers who look at the search from their own perspective ­will be prone to make several very common errors of approach: — ­Drone on tediously about their own research interests and the minutiae of the dissertation — ­Express interest in teaching only tiny, obscure courses that revolve around the identical preoccupations as the dissertation — ­Treat interviews as monologues — ­Focus entirely on their own research and teaching “wants” rather than departmental needs. By grasping the year-­long departmental effort that precedes the listing of the job ad, you have a better sense of the stakes of the hire for the department. They had to confer, debate, rank, request, and wait while the request was considered. The job ad is the outcome of that long pro­cess, and the successful candidate is ­going to be the one who both meets the priorities listed in the ad and acts as an 10  karen kelsky

engaged colleague who understands that all hires are an intense and significant (and increasingly rare) department-­wide pro­cess.

Step 2

Moving on, once the line is approved, the department establishes a search committee, which finalizes the details of the job ad and places it, usually in about August. The ad ­will include specific area or topical priorities (which may be more targeted than the general line request that was previously sent to the dean), specific items required for full consideration, and a deadline that is often around October 15, November 1, or December 1. The search committee ­will likely include approximately five p­ eople—­both se­nior and ju­nior members of the department, and, if a PhD-­granting program, one grad student representative. This is where you, the candidate, encounter the ad. H ­ ere is what you must know: the deadline is sacrosanct. B ­ ecause of hr and affirmative action rules, files that are not complete at the time of the deadline cannot be considered; they ­will be thrown out. In former de­cades, candidates might have received a note to alert them that they w ­ ere missing a letter or document, but t­ hose days are gone. Now any incomplete file is simply disqualified. This means if one of your letter-­writers fails to get their promised letter in on time, your file is prob­ably disqualified. Know this, and make sure you have backup letters on file with a dossier ser­vice to send in a pinch (if that i­ sn’t already your main mode of submitting letters). Send all the material they ask for, and ­don’t send any material they did not ask for. ­Every committee has its own established criteria, and to stay on the right side of affirmative action rules, they must evaluate all candidates equally, i.e., on the basis of the requested documents only. At this point, the committee has the unenviable task of whittling down what may well be a huge number of complete applications (ranging from 200 in smaller fields and smaller campuses to 1000 for high-­profile jobs in large fields like American lit­er­a­ture) down to a manageable long short-­list. This list ­will likely contain somewhere between 10 and 25 files. As you can see, a frenzy of rejection is required to get from, say, 500 applications to 25. In this scenario, 475 applications must be rejected quickly, by faculty members who are just as stressed out, distracted, and overworked as you are. ­Here again, remember the search committee! It’s not a magical black box, and it’s not a form of faculty relaxation. It’s work. Work that is entirely uncompensated, and that occurs on top of all the other poorly compensated, poorly supported, time-­stressed work that faculty members are burdened with in the neoliberal acad­emy. Spare a moment to imagine your hy­po­thet­i­cal search The Tenure-Track Job Search  11

committee member: she was up at 6:00 a.m. to get her kids up and dressed and fed, in order to get out the door in time for school. She rushes in to work for her first meeting of the day, this one with her tas, and then to teach her first class. The next hour is filled with tedious course recertification paperwork, before a lunch meeting about the latest 10 ­percent cut to the department bud­get and demand for more work on the bud­get committee. Her after­noon class comes next, followed by office hours and a line of disgruntled undergraduates challenging her grades on the midterm. She barely makes it to yet another (mostly pointless) faculty meeting at 4, from which she must slip out early at 4:50, to the judgmental glares of her colleagues, to make it to school to get her kids in time to get them to piano and soccer. She only gets home in time to throw some dinner on the ­table and spend an exhausted hour or two of ­family time before getting the kids bathed and into bed, folding some laundry, and then hastily writing her lecture notes for the next day’s class. She h ­ asn’t yet gotten to the unfinished grading, but . . . ​oh, the damned search! And that meeting is . . . ​tomorrow! So she opens the file and starts racing through the applications. “How fast can I reject ­these files,” she asks herself, “so I can just get to bed?” The whirlwind of rejection that follows is not personal; it is structural. It finds the lowest hanging fruit of applicant errors, and pounces on them. The ­things that lead to instant rejection: an incomplete file; applications from ­people clearly unqualified or unfit; applications filled with typos and grammatical errors; applications that show no connection to the advertised priorities; applications that are endlessly long, self-­involved, and verbose, and bury the actionable evidence in a forest of impenetrable verbiage; weak applications that show insufficient publication or teaching rec­ord; strong applications but from applicants whose theoretical or methodological orientation is too far removed from the department’s; confusing applications that reference a scattered assortment of interests but no clear central disciplinary focus; and so on. Nobody at this stage is likely to get a second look. ­There is simply no time.

Step 3

All of the search committee members construct their long short-­list, and then come together in the meeting to hash it out and agree on a final, official version. Obviously, t­hose candidates who are on every­one’s lists ­will be automatically added. T ­ hose who are on, say, four out of five lists are prob­ably also automatically added. But t­ hose on only two or three lists w ­ ill be argued over. Pros and cons, rationales, supporting evidence drawn from other department colleagues or emergent programmatic emphases or gossip heard outside the dean’s office, 12  karen kelsky

e­ tc., ­will be marshaled. Of course, the fit with the job ad ­will play a major role. However, it’s not always a completely decisive role. This is ­because the priorities for the search ­were to a large degree set an entire year ­earlier, and in that time, personnel change, priorities change, departmental and campus bud­gets change. Faculty go on leave or take other jobs. New departmental or campus initiatives might suddenly arise. So, while the ad m ­ atters a ­great deal, ­there can be some mission creep at the point when the search committee members actually begin to rank the candidates for short-­listing. In the end, the search committee w ­ ill agree on a final long short-­list (although some disagreements at this and other parts of the search can arise and carry over to the b­ itter end). The individuals on this list are then asked for additional materials such as writing samples, and depending on the discipline’s practices, are prob­ ably invited to a preliminary interview at a conference or by video. In most departments, the long short-­list does not require approval by the w ­ hole department.

Step 4

The long short-­list candidate interviews are typically about thirty minutes in length, and happen live at conferences held in late November and beyond, or by video. ­These are prescreening interviews, meant to provide the search committees with an encounter with the live ­human ­behind the packet of application materials. The goal of ­these interviews is to get a sense of the candidate’s personality; academic persona; ability to articulate research topics, methods, conclusions, and publication plans effectively; fit with both the advertised job and the departmental priorities; and ability to speak with energy and skill about teaching. While the encounters are short, thoughts of potential collegiality w ­ ill arise at this stage. The key to ­these short interviews for the candidate is to provide all essential data points being sought by the search committee. ­These include: Is your dissertation finished/almost finished? Do you have clear publication plans? Can you teach our most essential courses effectively? Do you grasp the kind of department and campus we are—­i.e., slac, R1, regional teaching—­and what that means for the job? Do you communicate through dialogue not monologue? And so on.

Step 5

With the results of ­these preliminary interviews and/or extra materials such as writing samples or letters of recommendation in hand, the search committee meets again to hash out a short short-­list of candidates invited for campus visit. A common number for this list is three invitations with two alternates, although The Tenure-Track Job Search  13

departments with larger or smaller bud­gets, or par­tic­u­lar hiring agendas (read: inside candidates) may deviate. The decision ­will be made based on the criteria described in Step 4. Some departments ­will require the search committee to get this final short short-­list approved by all faculty members, and some w ­ ill not. In any case, once this list receives final approval, the main individuals are invited to campus, sometimes by the search committee chair, sometimes by the department head.

Step 6

In the system that prevailed for the past thirty years or so, the campus-­visit ­invitations went out around December or January for visits in February or March. However, recently the market has accelerated, and more and more invitations go out in October or November, for visits in late November or December. In general, the purpose of this acceleration is to grab excellent candidates before they have a chance to fully explore all pos­si­ble jobs. The buyers’ market of the academic job market makes this pos­si­ble. In any case, ­whether in late fall or winter, the campus visits take place. ­These too permit of a g­ reat deal of variation, but I ­will again describe the conventional practices that prevailed at my R1 institutions: a two-­night visit packed with scheduled meetings and events. In that typical structure, the candidate flies in late after­noon, and is picked up at the airport and taken to the h ­ otel and then to dinner. The next morning begins with breakfast and continues through meetings and meals, with the all-­important job talk taking place at 4 p.m. A reception and dinner follow that. The next morning begins with another early breakfast, additional tours and meetings, and then the candidate is driven to the airport for departure. Common ele­ments of a typical campus visit, in no par­tic­u­lar order, include the following (­those that are core ele­ments are marked with an asterisk): * Individual meetings with interested department faculty in their offices (30 minutes each) * Official search committee meeting (1–2 hours) * Meeting with department head (1 hour) * Meeting or lunch with gradu­ate students (if a grad program; 1–2 hours) * Breakfast (2x), lunch (2x), dinner (2x) with dif­fer­ent configurations of faculty and gradu­ate students * Meeting with dean or provost (if a small campus; 30 minutes) Tour of campus (1 hour) Tour of town in a faculty member’s car (1 hour) 14  karen kelsky

*

Job talk and Q and A (2 hours) Teaching demo (1–1.5 hours) Post-­job-­talk reception (1 hour) Reception at faculty home (varies) Examination of (potential) lab space/equipment (1 hour) Visits to relevant interdisciplinary centers on campus (1 hour) Visits to special library collections (1 hour)

The purpose of the campus visit is for the candidate to show that they can comport themselves like a faculty peer; behave like a good-­natured colleague; flexibly engage with a range of colleagues; pre­sent, explain, and defend their research verbally in the high-­stakes environment of the job talk as well as in more casual interactions over lunch or dinner; directly or indirectly display good teaching skills; and demonstrate the fit of their work to the needs of the department. The campus visit is grueling. The candidate is being surveilled. It’s critical that candidates do what they can to ensure sufficient sleep (so bring sleep aids if you use them) and sufficient sustenance (bring protein bars to fill up on as needed, as meal times may be consumed with conversation rather than eating). A good campus visit w ­ ill include a few rest slots, and a sensitive department w ­ ill provide the candidate with an office space to use during the visit, but ­these are not guaranteed.

Step 7

­ fter the campus visits are all completed, the search committee meets to evaluA ate the candidates, first deliberating on ­whether any are to be considered unacceptable and removed from consideration (this regularly happens), and then ranking the rest. The grad student member, if t­ here is one, w ­ ill have also polled the gradu­ate student population, and ­will come to the meeting prepared to represent their opinions and concerns. At this point, in most cases, the search committee ­will share this ranking with the entire faculty, and at least one departmental meeting ­will be devoted to discussing the candidates, the ranking, the acceptable/unacceptable decision, and the need to invite any alternates. If no one candidate emerges from ­these deliberations to be offered the position, then alternate candidates ­will be invited. Assuming, however, that at least one of the original candidates is acceptable, that person’s file is forwarded to the dean with a request to make an offer. In most cases, deans simply rubber stamp a department’s final decision, but not always. ­There are times when a dean ­will overrule a department’s choice The Tenure-Track Job Search  15

and insist on another candidate. This is a very bad ­thing for every­one, as the department feels terribly disrespected, and the person hired comes in without the goodwill or support of their colleagues. Thankfully, that is rare. In most cases, deans recognize that they are not qualified to opine on hires, and w ­ ill approve the department’s choice and provide guidance to the department head on the terms of a permitted offer, encompassing salary, startup range, and so on.

Step 8

The department head or search committee chair contacts the successful candidate and offers the job. The candidate then generally has a week or two to consider the offer and to negotiate some of the terms. The ele­ments of an offer that are negotiable differ widely based on discipline, area of study, status of the department, leverage possessed by the candidate (i.e., competing offers), and the rank and type of the institution. R1 offers can be negotiated the most, while tiny regional teaching college offers can be negotiated the least. Similarly, stem and Business/ Finance offers can be negotiated more, while deep humanities offers (like Classics, Philosophy, Comparative Lit­er­a­ture, ­etc.) can be negotiated less. Negotiating is generally expected but can be fraught with vari­ous risks, so candidates should certainly get help from an experienced mentor. In any case, once ele­ments of the offer such as salary, startup funding, annual research support, teaching load and teaching releases, moving support, summer salary, lab space and equipment, and grad student/lab assistant funding have been negotiated, then the contract is mailed, the candidate signs it, and the search is officially finished. In my de­cade of r­ unning The Professor Is In, I have continually been amazed by the way that brilliant PhDs with highly developed minds and research skills suddenly transform into helpless, passive victims vis-­à-­vis the job market. Time and time again, scholars who can ferret out obscure nuggets of insight from the most complex sets of data w ­ ill throw up their hands in hopeless despair at the job search, saying ­things like, “It’s impossible to understand,” “It’s a crapshoot,” “It’s all who you know,” and so forth. Let me hasten to confirm: the academic job market is catastrophically bad. It is in a state of near-­total collapse. Only between 5 and 35 ­percent of PhDs w ­ ill ever get even a single tenure-­track job offer. Almost 75 ­percent of university instructors across ­every rank and type of institution are hired on a contingent basis.1 Among adjuncts, 25 ­percent are paid so poorly that they qualify for public assistance.2 It is the academic c­ areer that is the exception and the alt-­career now the norm. The normative ­career track for PhDs is outside the tenure track and likely outside the acad­emy entirely. 16  karen kelsky

However, ­these truths about the academic job market do not mean that the market is utterly devoid of its own logic. It has a logic—­one that is entirely drenched in (continually disavowed) neoliberal markers of productivity. And it has a set of values that mostly track onto a (continually disavowed) prestige hierarchy. Job seekers do not have to consider themselves helpless in the face of it. All PhD job seekers can learn the logic and values that govern the academic job search and from the beginning of their time in gradu­ate school can avail themselves of the excellent advising on the nonacademic job search available across the internet.  PhD training renders its subjects more and more enmeshed in systems of external validation. Effective c­ areer strategizing—­whether in the acad­emy or outside—­hinges on rebuilding the capacity for internal validation, recovering your own values and motivations, and charting an in­de­pen­dent course separate from the outdated expectations of departments and advisers.

notes 1. Colleen Flaherty, “A Non-­Tenure-­Track Profession?,” Inside Higher Ed, October 12, 2018, https://­www​.­insidehighered​.­com​/­news​/­2018​/­10​/­12​/­about​-­three​-­quarters​-­all​-­faculty​ -­positions​-­are​-­tenure​-­track​-­according​-­new​-­aaup. 2. Ken Jacobs, Ian Perry, and Jenifer MacGillvary, “The High Public Cost of Low Wages: Poverty-­Level Wages Cost U.S. Taxpayers $152.8 Billion Each Year in Public Support for Working Families,” uc Berkeley Center for ­Labor Research and Education, April 2015, http://­laborcenter​.­berkeley​.­edu​/­pdf​/­2015​/­the​-­high​-­public​-­cost​-­of​-­low​-­wages​.­pdf.

The Tenure-Track Job Search  17

2. Developing an Academic Identity: Lead with “You” yuridia ramírez

­ hether confronting the challenges of entering gradu­ate school or beginning W a new position, it is imperative that we fashion our own unique identities as academics as we navigate the p­ eople around us and the spaces we inhabit, despite a prevailing culture that generally promotes conformity. Authenticity is pos­si­ble, though, and in this essay, I ­will share some personal anecdotes of how I navigated the journey to stay true to my au­then­tic self, as well as offer some suggestions and advice as to how ­others might be able to do the same. It remains the case that underrepresented scholars—­including differently abled and lgbtq+ scholars, veterans, religious minorities, w ­ omen in the sciences, and scholars of color—­are often encouraged or pushed to develop an academic persona that seems properly “intellectual.” We should be easily confident and articulate; our dress should be sleek and sophisticated but neutral; and our temperament competitive though muted. We should be comfortable and knowledgeable about marketing our work and ourselves. Most importantly, we should refrain from ever being vulnerable or revealing too many details about our personal lives. I remember mentors telling me as an undergraduate to straighten my hair when I attended academic conferences, b­ ecause ­women with straight hair ­were seen as demure and composed and thus would be received more positively than ­those with curly hair, which might connote a bigger presence. As a gradu­ate student, I was told to avoid wearing my hoop earrings while I presented my work, lest I distract ­people in the audience. It never occurred to me then, as it does now, that instead of muting my personality to

conform to an academic realm not originally designed to include Latina intellectuals, I should challenge this culture and create space for ­others like me by committing the radical act of being myself. I strug­gled with accepting my au­then­tic self long before gradu­ate school. A first-­generation college graduate and the d­ aughter of working-­class Mexican immi­grants, I grew up in a small town in rural Wisconsin where my “foreignness” and “brownness” w ­ ere magnified by my name, skin tone, and language. School personnel Anglicized my name to “Judy,” while friends and classmates criticized and ridiculed me for being “loud,” a characterization of me that has since persisted. As I navigated t­ hese spaces of institutional and structural whiteness, I greatly desired to be one of many, rather than the only. It was not ­until high school that I embraced and reclaimed my name, writing “Yuri Ramírez” on my assignments, and it was not ­until my graduation ceremony that a school administrator announced me using my full name. In college, I felt deeply committed to developing my personality and character without sacrificing my happiness. In many ways, this phase felt like a rebirth. I cultivated relationships with p­ eople who accepted me just as I was and pursued experiences in the community that only augmented and strengthened my light. I volunteered at after-­school programs devoted to supporting Latinx mi­grant youth and worked with refugee and immigrant high school students—­many of whom w ­ ere young parents— as they worked on history research proj­ects that reflected their experiences. Their stories reminded me so much of my own ­family’s journey to this country. ­These realizations led me to discover that my identity was grounded in teaching and working with—­and being in—­community. I came to see ­these students as repre­sen­ta­tions of myself and my ­family, and I felt an intense responsibility to continue my academic journey ­because I wanted to become someone of whom they could be proud. Gradu­ate school, though, has a way of making even the most confident person self-­conscious, and I felt it within days of beginning my coursework. Some of the students in my cohort whispered about how they could not believe a state school gradu­ate like myself had been accepted to Duke, deducing that I most certainly was a diversity recruit. On multiple occasions, ­these white gradu­ate students and one white male professor commented on how I very seldom offered anything of significance in class discussions, g­ oing so far as to ridicule the words I had chosen to express myself. One time, a­ fter one of our se­nior white professors—­who identified as both a ­woman and an ally—­led a seminar discussion about the additional burdens placed on w ­ omen of color in the acad­ emy, my cohort colleagues loudly claimed within earshot that that was a lie, invalidating not only me, but also the lived experiences of our professor. Their Developing an Academic Identity  19

words tormented me b­ ecause they verbalized what I most feared—­that I did not belong. Other times, my vibrant and gregarious personality led colleagues and professors to question my academic credentials and intellectual prowess. ­Because they perceived me as not being serious and formal, they assumed I also could not be intellectually rigorous. For the first year of gradu­ate school, I was broken, a shadow of myself, and had no idea what to do or who to be. So, I sought out faculty of color, especially ­women, in my department and across the university. I emailed them, introduced myself, and invited them to coffee or lunch. I also reached out to one of my mentors from college, and she emailed professors in her network who lived in North Carolina, who in turn reached out with a desire to mentor me. Over t­ hese coffee dates with w ­ omen of color faculty, I told them my story—­often crying—­and sought their advice. Their wisdom and words affirmed my experiences and made me feel as though I did belong and was part of a community. I also befriended other students of color in my program through a gradu­ate student group focused on students of color and found refuge among them as well. ­Because I had mentioned to the student group’s main or­ga­nizer, an African American w ­ oman in my program, that two of my cohort members had said I was a diversity recruit, she made it a point to ask a gradu­ate school dean if any of the students gathered in that room ­were diversity recruits. When the dean responded with an unequivocal and resounding “no,” that colleague looked over and smiled reassuringly as tears streamed down my face. I l­ater reached out to the dean to introduce myself and tell her how much it had meant to me to hear her say ­those words when I needed them most. She followed up by inviting me to lunch, and talked with me for hours about what I had experienced in gradu­ate school thus far. Becoming a mentor, the dean was determined to prepare me professionally, as well as academically, for academia. She invited me to participate in gradu­ate school programming, panels, and even search committees, so that I could meet more gradu­ate students of color across the university, as well as grow more comfortable over time in academic and professional settings. Throughout it all, she constantly reminded me, “you, as you are, belong.” If the majority of students in gradu­ate school feel some sense of Impostor Syndrome, I offer my memories of ­these microaggressions along my personal journey to show how obstacles of vari­ous kinds can derail not only individuals’ academic trajectories, but also their very personal identities that existed before pursuing academia as a ­career. So how can we stay true to the ­people we want to become, or continue to be, in the face of ­others who might doubt our capacity to be an equal among them? My advice is to recognize early on that t­hese institutions of higher learning, like many spaces throughout this country, w ­ ere 20  yuridia ramírez

never intended to include or promote certain communities. Thus, simply taking the step of enrolling in academic programs and studying to be among the new cadre of professors is a fundamental challenge to the system. Change is happen­ ing but not fast enough to make every­one feel welcome and comfortable. The pressure to “fit in,” no ­matter how benignly someone thinks they are placing that pressure upon you, seeks to maintain the status quo. Aim for the authenticity of being radically you. Use your personal statement for gradu­ate school or cover letter for jobs to say something about who you are and your values. I always wanted ­people on search committees to remember me and my story, so I made it a point to emphasize that I was a first-­generation graduate and intimately tied to community work and public history. Especially when I was on the job market, I realized that if I was ­going to be happy anywhere, I needed my ­future department to know exactly who I was and the type of work and organ­izing in which I was intimately invested. Be forthcoming with who you are and what you value, b­ ecause—in the long run—­not only ­will you save yourself the trou­ble of maintaining a facade, but you’ll also be in a place that values you for all of your complexities. We all deserve to work in an environment that makes us feel the most h ­ uman and the most like ourselves, even if it takes time to find it. To feel the most like ourselves, we also have to feel comfortable and confident in our skin. When I go to conferences or symposiums, or when I teach, I always wear clothes that make me feel power­ful and that allow me to exude confidence and security, which usually means embracing colors, patterns, and my natu­ral curls. ­Because I understand myself as deeply rooted in community, I write and speak in ways that are clear and concise. I also am visibly racialized as “other,” so especially when I am with my students, I am open about being a first-­generation graduate and the d­ aughter of Mexican immigrants. My work and values also transmit my po­liti­cal views, so I encourage my students to be open about their opinions and ideas, all the while respecting each other and me in the pro­cess. T ­ here is so much about who we are that is innately invisible to ­others, so I encourage you to lean in to t­ hose particularities and find strength and power in them. Find ­those who ­will brighten your light without feeling threatened that you are dimming theirs. Other scholars of color, especially ­women, at my gradu­ate institution ­were integral in reiterating to me that I was not a diversity recruit, and ­there was nothing wrong about who I was or how I carried myself. I networked at national conferences and developed relationships with scholars of color who supported me throughout my c­ areer, validating both my work and my experiences. I quickly realized that the type of scholar I wanted to be did Developing an Academic Identity  21

not replicate the systems of learning I had confronted in gradu­ate school—­the posturing, the competitiveness, the performance—­but rather ­were fundamentally premised on the notion that all ­people, including myself, had a critical and integral role in the production and dissemination of knowledge. Of course, the acad­emy and our disciplines continue to have par­tic­ul­ ar conventions to which we must adhere, so ­there is a strategic way in which we can remain true to our multiple identities even while existing within t­ hese structures. Reach out to colleagues at other institutions and develop a panel to participate in conferences, as panels tend to be accepted at higher rates than individual submissions. Attend the pre­sen­ta­tions of more se­nior scholars at conferences and introduce yourself to them a­ fter their panel. If ­there is a scholar whom you are particularly excited to see at the conference, reach out via email before and ask for a coffee meeting. I cannot emphasize enough how crucial it is to develop relationships with se­nior scholars in your field, since they can serve as models for how you should pre­sent and engage with intellectual inquiry, introduce you to other scholars in your field, and continue to support and advise you throughout your ­career. The relationships you build and experiences you pursue will only support your professional and academic growth. The more I or­ga­nized in my community, participated in academic conferences, and engaged on campus through professional development opportunities, the stronger my academic voice became. I learned to graciously accept critique and think through ideas with o­ thers, while remaining steadfast to my intended arguments and interventions. If you have de­cided to research and narrate stories of ­people who share a par­tic­u­lar background of yours, do not shrink in the face of t­ hose who would call you “too close” to your research. We must not forget that white scholars have been researching white communities for years. We must continue to push through the externally and internally imposed doubt to change how academia views certain types of research and the scholars who choose to pursue them. Perhaps the most significant advice I can offer is to be respectful of your colleagues and mentors without being self-­abasing or obsequious. Too often in gradu­ate school, I made the ­mistake of positioning myself as a novice, as someone not on the same level as my fellow students, b­ ecause I believed it. I desperately wanted to be “allowed in” to this academic world but felt myself not smart enough. So often, in front of ­others, I attributed my triumphs to good fortune and luck, downplaying the merits of my work. T ­ here is a way to assert that academic success takes a village without eliminating your own hard work and unique talents from that equation. Years ­later, I still have to be mindful of recognizing and asserting my accomplishments, scholarly production, 22  yuridia ramírez

and collegiality. Once you have identified your strong suits in your department or discipline, play to them and assert them—­not boastfully, but with a steady confidence and trust that your work is valuable, relevant, and meaningful. Academia has its own milestones and markers that center on external validation; remember, however, that the internal validation you give yourself is impor­tant not only to your perseverance in this ­career, but also for the ­people whom you might not realize are observing you, including your own students or community members. By being yourself, you empower ­others around you to do the same. Take up equal space, and notice when ­others need your help in claiming theirs. Instead of “fitting in” to the acad­emy as it is, we have the opportunity to completely transform the acad­emy by opening the doors to countless students who see themselves and their experiences reflected in ­those of us who are rising now in the ranks. The best academic identity you can develop is one that stands poised in your intellectual capacity without sacrificing all of the other complex identities that make you the person you are.

Developing an Academic Identity  23

3. How to Negotiate for a Higher Salary lori flores and jocelyn olcott

Most of us enter academia b­ ecause we are passionate about teaching and interested in a life of ideas and critical inquiry. But, let’s face it, we also have to eat and pay the rent. What’s more, it’s demoralizing to realize that the colleague down the hall from you takes home ten or fifteen p­ ercent more than you do, or that the hotshot your department just hired right out of gradu­ate school signed for a salary close to what ­you’re making ­after a de­cade on the job. Asking for salary increases is awkward, particularly since even well-­resourced institutions tend to cry poor when faced with such requests. ­There are, however, some considerations to keep in mind that can help you in the pro­cess. As with most ­things in academia, it’s worth spending time to do some research. ­Here are the questions you’ll want to ask: 1. How much information do I have about peers’ salaries?

In most public institutions, salaries are part of the public rec­ord. Finding out what your colleagues earn may be as easy as finding the appropriate website or as arduous as performing a rec­ords request, but you should be able to learn it one way or another. In private universities, salaries are usually undisclosed. The only way to learn what colleagues are earning is often to ask them directly, which—­depending on institutional culture—­may only be appropriate with ­those who are also close friends and confidants. You’ll also want to know how the institution arrived at t­ hose salaries. Many departments have some version of merit-­increase pools, but ­there are widely varying criteria for determining who

is meritorious. Some departments have ­union contracts that determine when raises occur and how they ­will be distributed. What­ever the system is, you’ll want to have a ­handle on its mechanisms in order to make sense of salaries. 2. Who are my peers, anyway?

Particularly if you are in a public institution (or thinking about joining one), you’ll be able to compare your salary to a broad range of colleagues. Before you embark on negotiations, make sure you are making an apples-­to-­apples comparison. The most obvious pool is colleagues at your same rank in your home department (i.e., the department where you have or anticipate getting tenure) who have a roughly similar rec­ord of teaching, research, and ser­vice. Such comparisons may not be pos­si­ble in small departments or in departments where ­there are widely disparate modes of performing dif­fer­ent aspects of your job (e.g., in a ­music department that may include composers, performers, theorists, musicologists, ­etc., each of whom may have quite dif­fer­ent duties in teaching, research, and ser­vice). In ­these instances, it may make more sense to compare your salary to someone whose work bears some material similarities to your own. It might make more sense for the associate professor of musicology to compare their salary to a similarly ranked cultural anthropologist than to a similarly ranked performing musician. For someone negotiating their first contract in a small En­glish department that h ­ asn’t hired in a while, it might make more sense to look at salaries for recent hires in other humanities departments. 3. How much leverage do I have?

­ here are only a few moments when you r­ eally have leverage at academic instituT tions; you should use them wisely. The first and most obvious moment is when you first get hired at an institution. Since benefits and subsequent raises are based on a percentage of this first number, it’s worth negotiating for as much as you can. If you ­don’t have another offer, your best guideline is the salaries of other recent hires at your rank and in your department or similarly situated departments (i.e., departments in the same division, similarly ranked, and with comparable expectations). You might ask for five ­percent above that number, but you should be aware if ­there is a clear cap—­sometimes set by a ­union or a legislature, and sometimes de facto based on the lowest-­paid colleague at the next rank up. The other obvious moment when you have leverage is when you have an outside offer. T ­ here are many opinions within academia about the advisability and ethics of seeking outside offers if ­you’re not serious about accepting them. But the fact is that neoliberal institutions increasingly leave it to the market How to Negotiate for a Higher Salary  25

to determine employees’ value. The most effective way to command a higher salary from your current institution is to show that another institution would pay a salary that, a­ fter factoring in cost-­of-­living differences, would amount to a raise. That said, it is inadvisable to apply for a job that you have no intention of accepting if it w ­ ere offered—­even putting ethics aside, you would gain a professional reputation that would not serve you well in the long run. Prospective employers can usually tell when ­you’re not serious about a job, and your current institution might decide they d­ on’t have the interest or resources to retain you. A third moment when you might exert some leverage is when ­you’ve just received some sort of recognition or distinction such as a book award or a teaching prize. Particularly if the prize comes from outside the institution—­from a professional organ­ization or similar entity—it signals to your chair and your dean that other institutions might try to court you. That’s a good time for the institution to remind you how valuable you are. Last, but definitely not least, you have some leverage in instances of salary compression, particularly if it also follows a pattern of discrimination against an underrepresented group. Once again, such information is easier to obtain in public institutions, where you can see how your salary stacks up against your colleagues’ and w ­ hether ­there is a pattern of underpaying par­tic­u­lar demographic groups. If you are underpaid compared to colleagues in your rank or if you think that t­ here may be an issue of salary discrimination, you should seek remediation. 4. What are my institution’s policies for remediation?

The two circumstances described above are, of course, a bit dif­fer­ent. Salary discrimination is illegal and should lead to immediate remediation (and possibly back pay) if ­there is a clear pattern. Salary compression is not illegal and not even unusual, although it sometimes also follows demographic lines. For example, parents of young c­ hildren or of c­ hildren with special needs often have found it more difficult to publish at the same rate as their colleagues. If you have not received a raise in a while (but your colleagues have), it may make sense to ask your chair ­whether you are eligible for a compression raise, which would bring your salary in line with colleagues at your rank. 5. What can I negotiate for besides salary?

When you have the opportunity to negotiate, you might consider what ­else you might negotiate for besides salary. B ­ ecause salaries come with fringe benefits and payroll taxes, employers are often more willing to grant nonsalary requests. You might ask for additional start-up funds, a larger moving allowance, or a 26  lori flores and jocelyn olcott

larger research account. You might request course relief during your first year or several releases that might be distributed over several years. Some private institutions offer a tuition benefit for your dependents, but you’ll want to check to see if t­ here is a vesting period and if t­ here’s a limit to how many dependents may take the benefit. Institutions in areas with a higher cost of living may offer some possibilities for making housing more affordable—­renting out subsidized housing, offering low-­or no-­interest mortgages, granting a one-­time housing subvention, e­ tc. As with salary, it makes sense to find out as much as you can about what packages your institution has given to similarly situated colleagues. 6. With whom should I negotiate?

Dif­fer­ent institutions have dif­fer­ent practices regarding negotiations. In some places, you ­will negotiate with your chair, and in ­others with a divisional dean or dean of the faculty. If you are already employed by the institution, it likely makes the most sense to start with your chair. If you are short-­listed for another position, you should notify your chair promptly. Some institutions ­will make preemptive retention offers, and it’s always better that your chair hears this news from you rather than from someone ­else. 7. What if I push too hard?

It is exceedingly rare—­although not unheard of—­for an institution to retract an offer of employment b­ ecause the candidate asked for too much during negotiations. It makes sense to ask for every­thing you want, including the high end of the salary range, and to explain why t­ hese demands make sense (e.g., to match another offer, to allow you to set up a lab, e­ tc.). That said, demanding salary and benefits that are considerably out of line with what your colleagues make can definitely ruffle feathers and may get ­things off on the wrong foot with your new department chair. In some cases, particularly in public institutions, ­there may be strict limits on what your institution can offer; in ­others, ­there is a salary pool such that offering a generous salary to one colleague ­will come out of ­future raises for o­ thers. The more information you have about how salaries are structured in your department, the more effective you’ll be in negotiations. If you make what your chair or dean sees as an excessively high demand during retention negotiations, they may decide not to counteroffer. Many institutions specify in their retention offers that they ­will not tender another retention offer for a set period of time (generally five years).

How to Negotiate for a Higher Salary  27

4. Scholarship and Life off the Tenure Track bryan pitts

In 2006, my first year of doctoral work, my fellow history PhD students and I would spend parties discussing the sort of university where we might like to end up. What ­were our dream jobs? What places would be acceptable as a stopgap mea­sure? What sort of schools would we never s­ ettle for? We treated the job market like the college application pro­cess, with dream universities and safety schools. From the vantage point of t­ oday’s job market, it appears silly: a mixture of youthful pride and naive optimism. Of course, in 2006, it ­wasn’t so silly at all, b­ ecause it seemed every­one was getting jobs. I attended more than one dissertation defense for my adviser’s previous students, who had had to scramble to finish their dissertations ­after two or three years at a school that had hired them with a single chapter written. It never crossed my mind that someday I would not be a college professor. How much can change in a de­cade. In the wake of the 2008 financial crisis, cuts to public education, and the changing composition of state legislatures and Congress ­after 2010, tenure-­track jobs are nearly impossible to come by. In my own subfield, Latin American history, a 2017 analy­sis by the American Historical Association revealed that ­there was an average of 136 applicants vying for perhaps 15–20 tenure-­track jobs per year. Between 2010 and 2017, I applied for 141 tenure-­track jobs, adjunct positions, and postdocs. I managed 25 first-­round interviews, 9 on-­campus visits, and 0 offers. I watched as one by one, my friends made jubilant announcements on Facebook: they ­were accepting a tenure-­track position. Every­one assured me that my turn would come. In the meantime, my

department at Duke generously offered me a two-­year visiting position. I left a semester early for a Fulbright postdoc in Brazil, then returned for what would turn into a three-­year postdoc at the University of Georgia. Surely the teaching experience, the Fulbright, and the uga postdoc—­not to mention articles in the top journals in my field in both the US and the country I studied—­would be my ticket to the tenure track, I thought. I was wrong. ­Those of us who ­didn’t land tenure-­track jobs undoubtedly all endured a similar pro­cess of soul-­searching. Why did we fail where ­others succeeded? Our colleagues all sought to reassure us that we ­shouldn’t see it as a failure, as a mea­sure of our self-­worth. It’s just a bad market. The logic of committees is inscrutable. Maybe if only we’d been a man, or maybe a ­woman. Maybe our skin was too dark, or wait, maybe too light. Maybe we ­were too heteronormative, maybe not queer enough. Maybe we look like amateurs ­because we ­didn’t teach or publish or pre­sent enough. Maybe we did too much of one of t­ hose, or all of them, intimidating insecure committee members with our brilliance. Maybe our out­going personality comes across as aggressive; maybe our caution seems shy. But no m ­ atter how we explain it to ourselves, it all comes back to the same conclusion, ­doesn’t it? We d­ idn’t pull it off. By 2016, I reluctantly began to accept the inevitable. I had been done with my dissertation for three years. My book was nowhere near finished. A year had just passed with four tenure-­track jobs in my subfield, Brazilian history. I had interviewed for all four and had campus visits for two, all to no avail. I was stale on the market, and if I h ­ adn’t landed a job in a year with four ads that seemed written for me, I never would. A close friend from undergrad began encouraging me to transition into his field, management consulting. ­After all, teaching had given me the ability to speak fearlessly in front of ­others and explain complex topics in terms that laypeople could understand; surely I could help factory workers understand easier ways to or­ga­nize their workflows. I began to accept that what­ever the reason, I would never make it in academia. All the same, I kept applying to academic jobs. It only takes one, right? Hope springs eternal. I did have one card left to play: I had earned an ma in Latin American Studies, and I was finishing a postdoc in a Latin American Studies program, where I’d spent a ­little bit of time helping with grant writing, data collection, and bud­get management. Perhaps this was a way to stay close to academia without being on the tenure track. So, in 2017, when a position posted for Associate Director of the Center for Latin American and Ca­rib­bean Studies at Indiana University, I de­cided to throw my hat in. It’s funny how every­thing looks dif­fer­ent depending on your perspective. My perspective was that of someone who’d spent seven fruitless years on the market, Life off the Tenure Track  29

who was in a near-­panic about where his salary and health insurance would come from ­after the school year ended. As I heard ­later, the greatest concern among the search committee at iu was ­whether I was serious about staying at the job. In the end, luckily for me, iu de­cided to offer me the job, with a start date barely a month ­later. As I write this from Bloomington, Indiana, I count myself among the lucky ones. Although research is not a component of my position, our affiliate faculty have nonetheless treated me like a colleague and scholar. The Latin Americanist faculty in the Department of History—­some of the most renowned scholars in my field—­have welcomed me with open arms, inviting me to talks in their department and receptions with their grad students. A gradu­ate student asked me to serve on her dissertation committee. I teach a seminar e­ very fall for ma students in Latin American Studies and PhD minor and certificate students. In many ways, this is the best of both worlds: I get to teach and write, without being overwhelmed by ­either, or by the rat race of a looming tenure review. In fact, I’m convinced that it’s the lower teaching load that’s enabled me to finish four journal articles in the last year and a half; instead of spending my eve­nings grading and prepping, I spend them writing. And if you asked me w ­ hether I’d prefer to be at this job, or to be an assistant professor at a school in a town of ten thousand ­people, with a 4/4 teaching load, for a similar salary, I’d take my job at iu ­every time. T ­ here’s also something to be said for the fact that rather than living isolated in a department, I have a position that offers an interdisciplinary perspective and the opportunity to build a top area studies program. My friends who are on the tenure track have told me that they wish they had the opportunity to do something more than teach classes and debate degree requirements for their major and minor. As associate director of an interdisciplinary program, this is what I do ­every day, and it’s an integral part of my job, not a nebulous “ser­vice” component that takes a distant back seat to research and teaching. At the same time, ­there are drawbacks. For one, I am paid about 25 ­percent less than an assistant professor at iu. I am also classified as an “academic specialist,” which is a strange hybrid between faculty and staff. What this means in practice is that when it would be advantageous to me to call myself faculty, the university considers me staff, and when I would benefit from a staff designation, they tell me that I’m faculty. For example, when I attempted to join the employees’ ­union, I was told that I was ineligible b­ ecause I was faculty, but when the faculty senate voted to allow repre­sen­ta­tion for non-­tenure-­track faculty, academic specialists w ­ ere excluded ­because we ­were considered staff. Most disappointing has been the fact that my ability to continue ­doing research 30  bryan pitts

and being treated like a scholar depends entirely on the goodwill of whoever my center’s director happens to be at the time. While I have been lucky to have two directors who encourage me to keep researching and writing, the precarity of my status as a “scholar” is constantly driven home. What would I tell a recent PhD ­going through the same pro­cess as I did? First, I’d tell them that it’s ­really not their fault; the market ­really is terrible, and ­unless we improbably manage to undo the neoliberalization of the acad­emy and the corresponding devalorization of skill sets that a­ ren’t applicable to stem or professional fields, this w ­ on’t change any time soon, if ever. And no one should base their self-­worth on w ­ hether they manage to convince a committee of four (prob­ably) socially awkward ­people, safe in that ivory tower of tenure, that ­they’re worthy of a job offer. Second, I’d tell them not to be afraid to look completely outside academia; in many cases, they can work fewer hours (imagine leaving your work completely b­ ehind when the clock strikes 5:00 p.m.!) and earn more than they would on the tenure track (not the case with my position, but certainly the case with consulting jobs). Third, I would encourage them to do every­thing they can to hone their skills in administration, grant writing, and staff supervision. For me, it turned out that ­these skills ­were far more useful for landing a job than any of my research or teaching. Fourth, I’d tell them that ­there are ways to be fulfilled in academia without a tenure-­track job. My work as associate director may be tedious at times, but is it any more tedious than grading three hundred world history final exams? And fifth, I’d tell them that it’s still pos­si­ble to write articles and a book without a tenure-­track job; in some ways, it’s easier, ­because ­there is no pressure to earn tenure, and no one can get upset if you focus exclusively on your scholarly writing when you leave the office. Just be adamant that when your forty hours are up, your own writing takes priority. In the end, as the tenure-­track job market narrows ever further, the definition of the jobs in which one can produce scholarship is expanding. And I know that a­ fter seven agonizing years, I’m pretty happy with how t­ hings turned out.

Life off the Tenure Track  31

5. The Dangers of D ­ oing Other ­Things: Why I’m a Scholar but Not an Academic cynthia r. greenlee

During my first-­ever meeting with my department’s director of gradu­ate students, the avuncular white male professor asked me all manner of questions: What are my goals? What did I want to do in the program? Noting my then-­hyphenated name, he asked what my spouse did professionally and inquired about w ­ hether we had ­children—­questions that would be off-limits or at least unseemly in a job interview. But more than the probing getting-­to-­know-­you chitchat, he dominated the conversation with heartfelt, booming monologues about the beauties of the intellectual life, the eventual payoffs of graduate-­student drudgery, and how this department would retrain me to write the academic way. I listened, understanding that though I had been a journalist and high-­level communications professional for global international health organ­izations, I must learn the conventions of scholarly writing. I carefully wiped my face of any expression—­what some in the hard-­of-­hearing world call “dead face”—­ when he repeatedly affirmed how much he and the department wanted to support me ­because, no offense, I was an at-­risk student. I paused, wondering if I had earned this designation simply by being a Black ­woman student at Duke University. He quickly and tactlessly clarified: I was older, had had a successful ­career, had a ­family. And he said, in an exaggerated stage whisper, should I not fare well in my doctoral studies, I could easily decide “to do other ­things.” My hoary age of 33, as well as my professional and life experience, w ­ ere potential liabilities. It was an epically inauspicious beginning (though the director also turned out to be helpful in many ways).

As it turned out, PhD in hand, I did decide to do “other t­ hings.” I’ve worked to maintain a foot in the scholarly world while not being a professor. I am a scholar but not an academic. I am specifically an in­de­pen­dent historian who studies African American w ­ omen and girls in the post–­Civil War South, and the intersections where race, reproduction, and the law collide. I have a book proposal circulating, a literary agent, an almost-­done manuscript, a coedited anthology coming out in the near ­future, and vari­ous publications of which my traditional academic colleagues would approve. It must be said, I am an intentionally in­de­pen­dent historian who had that coveted r1 tenure-­track offer with a 2/2 teaching load; multiple dissertation and postdoctoral fellowships and graduate-­student writing prizes; and the support of academic mentors at the top of their fields. I said no to that job before the ink on the offer was dry. But I embarked on a dif­fer­ent path than many of my fellow students, working as a scholar outside the acad­emy, as the se­nior editor at a social-­justice journalism publication, and as a freelance author who writes history-­informed pieces for a reading public unlikely to pick up a monograph. My public-­facing writing has appeared in dozens of publications and won a coveted mention in the 2018 Best American Essays volume. And, ­after co-­founding a reproductive-­ health nonprofit while in gradu­ate school and working consciously to merge my intellectual and activist interests, I’m a well-­respected thought leader on reproductive health, rights, and justice in both past and pre­sent. My optimistic side believes that education is the ultimate possibility generator. But my cynical side consciously front-­loaded this essay with a partial list of credentials. Why? ­Because so many assume that I was one of the newly minted PhD masses who could not land a position or was consigned to scrape the bottom of the job-­market barrel in multiple-­year job searches. Or that I was unqualified. Academics whose departments depend on low-­paid ­labor and who barely know me sometimes ask if I’m able to support myself by writing, editing, and my other pursuits. I ­don’t have the heart to tell them that I almost certainly make more money than they do. That may sound insulting, but it’s no less so than the routine insults and thoughtless structural barriers put in the way of “alt-ac” scholars or workers. The realist in me rarely explains my decision not to pursue a tenure-­track job; I know that the hardest ­thing about being an in­de­pen­dent scholar is how university-­based academics and associated institutions treat you. My colleagues in the teaching life inundate me with unpaid requests to help their students ­every semester, and some invite me to speak on their campuses at lower compensation rates than tenure-­track professionals, if they offer honoraria at all. The Dangers of Doing Other Things  33

I’m automatically ineligible for many research fellowships, which administrators or nonprofits tie to affiliation. Academic research that I began as a gradu­ate student and was hailed for its rigor then suddenly has become “advocacy” since I left the acad­emy. And while I might be sensitive to ­these snubs, I am not mistaken in understanding the patronizing, pitying, and inaccurate assumptions that tend to undergird the curious “What are you ­doing now?” or “How are you ­doing?” questions that greet me whenever I attend academic gatherings. Even ­those academic colleagues who are miserable (and perhaps especially ­those who are miserable) tend to interpret my choice as an incomprehensible rejection of what they hold dear and, interestingly, as a repudiation of their own aspirations. Some just ­can’t fathom opting for a nine-­to-­five life (the horror!) or other ­labor arrangements such as freelancing or consulting. Being a scholar but not an academic was my choice. To date, that choice has worked for me. So why the decision to hit the eject button before I had settled into a relatively cushy tenure-­track gig? It was a combination of ­factors specific to me, the institution where I would have launched my “formal” academic c­ areer as a ju­ nior faculty member, reservations about the academic life, and—­prob­ably most importantly—­the knowledge that I had marketable research and writing skills that I had possessed before gradu­ate school and that my doctoral education had enhanced, but not created. In the final analy­sis, I entered a doctoral program not ­because I believed that the attainment of a degree and a teaching position ­were the end goals; neither did I believe ­those ­were the only goals. I never intended to be only a professor, but instead planned to continue writing for the public and d­ oing advocacy around issues of reproductive autonomy, especially for Black, brown, and marginalized communities. As I figured it, my identity and research would not be totally or forever contained within the structure of a college or university. My PhD was to be another gadget in the toolbox, one that could open doors and opportunities, rather than narrow them. And I left the door open to return to academia, if I wanted to and should an attractive opportunity arise. At the root of my decision to be a scholar, not an academic, ­were two key epiphanies. First, I recognized that I did not need to be a classroom instructor to teach in the world. I also knew the difficulty of teaching about race, Blackness, and sexuality, particularly as a young Black w ­ oman who was likely to teach in a predominantly white institution. In a related revelation, I considered w ­ hether I needed to be faculty to create the work I desired to do. I realized—as I talked to peers, mentors, creatives, ­people outside my discipline and outside higher education—­that I did not need to be a professor to publish. Such a s­ imple fact, 34  cynthia r. greenlee

but seemingly hard to grasp ­because academic publishing is so geared to the exigencies of the tenure track. And while academic publishing is inherently stacked against t­hose who ­don’t have research funds or leave, subventions, or built-in feedback networks, I can submit my work to peer-­reviewed journals as much as the next person. Furthermore, I have the added boost of experience pitching editors at nonacademic publications and winning them over with compelling reportage that p­ eople actually want to read. What could academia do for me in terms of publishing that I ­couldn’t do myself, with my own writing skills, journalism contacts, inside knowledge of how editors work, and hustle? Indeed, my writing for nonacademic audiences built my reputation, but the real­ity is that the academic world and the world “outside” overlap. I’m known as an expert in the reproductive history of Black ­women, especially abortion, ­because I wrote about it for online publications. Then that work traveled on social media and fed my reputation as a scholar and, more specifically, a scholar-­ writer who comfortably straddles the popu­lar and the esoteric. But let me also speak of more concrete and practical concerns—­because ­these are the ­factors that few p­ eople talk about if and when they talk about choosing to enter or leave academia. As a Black w ­ oman with a Black male partner, I d­ idn’t subscribe to the default “go anywhere you find a job” philosophy. Black life and safety in the United States are always precarious. It is one t­ hing to consider departments where I would be “the only one” (that’s simply a burdensome real­ity of many departments), but living in an area with l­ ittle diversity and few cultural escapes was not an option. Neither was it an option to work across the country from my extended ­family, including an ill parent. As that director of graduate studies made clear in my first meeting, f­amily connections and existing social networks should be strategically deprioritized if one wanted to succeed. Though this view was not necessarily representative across my department, the louder voices—in public or in private advising like that session—­prevailed. Beyond ­those very critical concerns, I objected to two pillars of gradu­ate education as I saw them: the constant delaying of gratification, and the notion that the tenure track was the sole or best destination for ­people who spend five to seven years earning a humanities doctorate. Perhaps my well-­intentioned dgs was right: I had been lucky enough to have a ­career and professional success, which taught me how to negotiate even in the lopsided power dynamic that is gradu­ate school and convinced me that I could thrive if a tenure-­track job ­didn’t materialize. I could use my research skills but have a more immediate impact in my work as a journalist and advocate instead of waiting or preparing for the next milestone: gradu­ate school ac­cep­tance, passing my first exams, making it through my comps, defending my dissertation, ­going on campus visits, learning The Dangers of Doing Other Things  35

how to teach my first classes as a professor, publishing my first journal article, making it to that third-­year review, and getting to tenure. Some academic aspirants may be comforted that the rocky and tedious road to achievement and job security comes with many guideposts, but ­these markers are not as satisfyingly clear as they appear in the distance. And though academia offers some flexibility in focus and scheduling as long as one produces, I wanted more freedom to experiment. When I entered gradu­ ate school in the fall of 2007, I entered a program and a field that was supportive but nevertheless deeply invested in the tenure-­track position as the pinnacle of success. ­Those attitudes are changing and must, if only b­ ecause we know the market for academic posts is finite and creates a perpetual surplus of emerging scholars. If they have been taught to think big when it comes to their dissertations but small when it comes to their prospects, that’s a la­men­ta­ble and preventable failure of both imagination and education, which should widen possibilities and close access gaps. Educators need an education to better assist their students. For many professors who advise gradu­ate students, the tenure track is the burnished brass ring. But it’s not the only prize, by far. Still, faculty may find themselves at a loss to help students renegotiate having a PhD and finding a job where, to be fair, potential employers may deem them overqualified or out of touch. ­Here’s where universities could benefit from the examples of industries that have “training of trainers” (tot) to teach students about their ­career options. This is not a far-­fetched idea, especially since many programs tackle pedagogy in this way, using master teachers and resources to build better instructors. ­Those educators need to know that the options are many. Among the obvious choices of c­ areer for p­ eople armed with impeccable writing and research skills (and some ­don’t require extra training): policy analyst, translator, academic editor, con­sul­tant, higher-­education administrator, public historian or curator, archivist, instructor at high schools or community colleges, curriculum designer, positions that require data analy­sis or synthesis of large amounts of information, and many more that are less obviously connected to the scholarly life. This diversity of opportunity would be clear if departments rustled through their alumni files regularly and tracked down their own former students. ­Those one-­time students are the best resources, especially since they have navigated the job search far more recently than their advisers and are likely reckoning with the worst of the gig economy inside and outside academia. Faculty and administrators have, within their reach, a corps of p­ eople who are already 36  cynthia r. greenlee

working in other venues—­with varying degrees of success and happiness, just like the ­people dedicated to conquering the tenure ladder. Their experiences—­and ­those of other nonalumni whose work lives outside higher education—­cannot only be the subject of the occasional departmental brown bag. And opportunities to try out dif­fer­ent forms of writing, knowledge production and dissemination can be integrated into the curriculum—­like teaching students to write op-­eds to newspapers and popu­lar media. Similarly, advising can counsel students on best practices of success, but also ask them if they are considering a nonacademic path and then help them plan ways to explore as much as they can and as early as they can. I am lucky. I arrived at gradu­ate school ready to embrace the study of humanities and also aware that I did not leave other interests at the door. And I became increasingly aware that my research and my life’s passions did not have to reside in dif­fer­ent places or be dependent on the counsel of tenured scholars who disapprove of my nonacademic leanings, stigmatize “outside work” as a less desirable outcome, or might not have the tools to adequately offer suggestions or direction. ­After receiving readers’ reports on this piece, an editor suggested I think more deeply about what to say to mentors who may need reassurances that it w ­ ouldn’t be negligent to counsel students and ju­nior colleagues to think outside the tenure-­track box. I suggest a reframe of that concern. Is it not rather more negligent to single-­mindedly direct students to one path—­where the coveted prize is so elusive—­and foreclose discussion about all the places they could go?

The Dangers of Doing Other Things  37

6. From Contract to Tenure sylvanna m. falcón

First, congratulations on earning a contract. I use the term earn intentionally ­because you have worked hard to arrive at this post-­PhD stage of your academic ­career. You likely went up against hundreds of applicants for your position, and prob­ably experienced some heartache too in the pro­cess. The academic job market is very hard to endure financially, emotionally, and physically, and it is a mysterious pro­cess to nonacademics. Even casually referring to it as the “market” normalizes the neoliberal competition one tolerates to secure a contract, including ­going into debt to apply to jobs and for interviews. On the Inside Higher Education website’s Conditionally Accepted blog, I wrote about negotiating a job contract in which you are well positioned to thrive. The negotiation stage is the most impor­tant step in the pro­cess from contract to tenure.1 In too many cases, the mere exhaustion of the job market itself results in signing a sub-­par contract. Y ­ ou’ve earned the job offer, and it is impor­tant to step back and try to negotiate into place the ele­ments needed to succeed as a ju­nior scholar. This pro­cess requires consulting far and wide about what other colleagues have negotiated in their contracts at similar institutions, and what they regret or have learned from their own ­mistakes. You need to believe that you deserve the structural benefits (i.e., course releases, research funds, software programs, lab space, and so forth) as you embark on a tenure-­ track position. Much of what I offer h ­ ere as food for thought is based on my experience at a public university, but I believe it w ­ ill be useful for t­ hose entering jobs at

private institutions as well. Though not a steadfast rule, a shroud of secrecy can exist in private institutions, particularly around the tenure pro­cess. Yet in both public and private settings, you must learn to navigate the po­liti­cal ­waters, advocate for yourself and ­others, and manage the vari­ous demands on your time. As an assistant professor, you w ­ ill now be interacting regularly with a wider array of p­ eople than just your fellow cohort members, department faculty, and dissertation committee. The primary base is your department, followed by your division and entire university institution, and then professional associations. The first place to start cultivating relationships is within your department. I recommend spending most of your first year getting to know t­ hese colleagues, including the department staff, through informal office conversations, occasional lunch or coffee meetings, and seeking advice as you transition to and familiarize yourself with the bureaucracy of your new institution. Forming a relationship with the department staff is vital b­ ecause an academic position is not just about research and teaching—it is about forming professional work relationships and understanding where to go to get information about anything from benefits and retirement to copy codes and a library card. It is impor­tant to build rapport with staff who understand the institution’s bureaucracy in a dif­fer­ent capacity than faculty colleagues. The next step is setting up your vari­ous mentor networks with both se­nior and peer-­level colleagues. If your new department does not have a mentor system set up for ju­nior faculty, then propose one. The assigned department mentor should never be the chair to avoid any conflicts of interest. As the department’s administrator, it may be too much to expect the chair to always have your best interests in mind at the expense of the department. Depending on the size of your department, this mentor can be someone from the core faculty or someone affiliated with your department. Then, inquire if your Academic Senate has a faculty welfare committee with a mentor program. If so, sign up for a faculty mentor from any department on campus in your division—it can be very helpful to have a connection to someone who is not in your department. Next, consult with your professional association networks to see if they have mentor programs. For instance, Sociologists for ­Women in Society has an established mentor program, and the National ­Women’s Studies Association offers mentor sessions at their annual meetings. In other words, developing your mentor networks means g­ oing beyond your department to form a combination of trusted advisers and a peer cohort to minimize the isolation of academia. Cultivating t­ hese mentor relationships takes time; embrace the pro­cess of forming your mentorship team ­here. From Contract to Tenure  39

Your campus should be offering a personnel review and tenure workshop through its Academic Personnel Office (apo). Do not ever miss t­ hese sessions. I attended e­ very single one through submitting my file for tenure review and learned something new ­every time. You retain dif­fer­ent types of information as you get closer to the tenure review pro­cess, depending on your stage. It is in your interest to understand the bureaucracy of the personnel review pro­cess and to understand that staff at the apo can offer you an additional perspective on the pro­cess that is internal to your campus. You should ask if t­ hese conversations with apo staff are confidential, in case you have any department concerns to convey to them. Academia can be about navigating a web of alliances and rivalries that you just cannot fully comprehend ­because they formed long before you started gradu­ate school. If we consider the longevity of the department for a moment, you may be entering a space in which ­people have been colleagues for over fifteen years, if not more. I can assure you that kind of longevity can mean it has not always been smooth sailing. ­Bitter feelings can linger for de­cades, and it is in the interest of your well-being to not decipher what happened. ­People are complicated in general and academics are no exception. I have seen and heard fights over hires, over an imbalance (often gendered) of ser­vice expectations, over incompetent leadership, and about ­people’s personal and ­family lives (i.e., seeming that faculty with kids may not be saddled with as much ser­vice or eve­ ning classes). Apply your observation skills to familiarize yourself with your department and campus culture; take notice of who speaks the most often in department meetings and how your new colleagues interact with each other. In addition, assess when a campus issue merits speaking up or not. I do not believe that assistant professors should be completely silent ­until ­after tenure ­because having integrity in academia means voicing concerns when necessary, even at the risk of upsetting colleagues. Nurture a healthy balance between asserting yourself when it’s impor­tant and accepting that e­ very single b­ attle does not need you to be on the front lines. A ju­nior faculty member must learn how to prioritize. A common m ­ istake I see in ju­nior faculty colleagues is that they say “yes” to e­ very ask b­ ecause they want to make a good impression, they r­ eally believe in the task or ser­vice, or ­because they feel they should step in for less involved colleagues. I often counsel ju­nior faculty mentees that their priorities ­will change over time. If you envision a thirty-­year academic ­career trajectory, it is impor­tant to clarify what is a priority now, and what can be a priority l­ater. In my second year of a new tenure-­track job, a group of ­women of color gradu­ate students asked me to be their faculty adviser. I initially thought this would be ­great—­I would get to meet 40  sylvanna m. falcón

and mentor w ­ omen of color who needed the same guidance I prob­ably did in gradu­ate school. But then I had to be r­ eally honest with myself: at the same time of that ask, I was experiencing enormous challenges in getting my first book published that I was only sharing with my most trusted circle of sister-­ friends. Was I inclined to say yes to take my mind away from the ­mental fatigue I was experiencing navigating the book-­publishing pro­cess? Was I inclined to say yes to instill some purpose in being a ­woman of color academic? I had to reflect and won­der why an already tenured or se­nior ­woman of color was not being asked instead of me. I then came to accept that the only way I could eventually be a tenured ­woman of color academic myself was by saying “no” now, but knowing I would say “yes” to this kind of request ­later. Though I tried to explain to ­these fierce ­women of color that the timing just did not work, this did not stop the talk of my being a “sell out” and not a “true feminist.” I could have predicted that would have been the reaction but I paid it no mind, knowing that one day they might understand my position. Sure enough, when one of them entered a tenure-­track job about two or three years ­later, she said “I get you; I totally get why you had to say no.” And now that I have earned tenure, I have said yes to mentoring many ­people at the gradu­ate and faculty levels ­because I can now prioritize this impor­tant ser­vice work. Obtaining clarity on what is expected in a tenure file early can help you map out your next several years. You need to approach the tenure pro­cess with some thoughtful advance planning, not with blinders. Depending on what your institution requires for tenure files, you can better evaluate the ser­vice demands that get asked of you along the way. For example, if you are at a Research-1 institution where you know research and publications are the primary aspect of your file, then any ser­vice request should be assessed as follows: is this ask worth taking time away from my research, writing, or relaxation time? If you can answer yes, then it is a ser­vice request to consider. If it is a clear no, then consult with your mentor team on how to say no in a way that does not close doors in the ­future. The ser­vice requests w ­ ill continue to come your entire ­career; knowing when to say yes and when to say no is key to maintaining longevity in the profession. I have yet to hear of a case in which someone earned tenure b­ ecause they said yes to e­ very ser­vice request made of them. T ­ hese requests can be time-­consuming and can introduce unanticipated po­liti­cal issues that can be exhausting. You may become resentful of the ­people who asked you to do this ser­vice in the first place if it turns out to be far more labor-­intensive than you ­were led to believe. ­Women of color academics (and many ­others) not only have to confront Impostor Syndrome, but its sibling or cousin, Presumed Incompetent.2 Impostor From Contract to Tenure  41

Syndrome has more of a personal and internal aspect to it (i.e., “I d­ on’t think I belong h ­ ere”) while Presumed Incompetent has an external ele­ment (i.e., someone treating you as inept). Being perceived as incompetent by another person—­whether a peer or someone more se­nior—is based on assumptions about your social and cultural capital and can lead to feeling undermined. Not ­every negative interaction is about presumed incompetence; thus, it is impor­ tant to disentangle being challenged (even if in a gruff or rude manner) and being undermined. Challenging presumed incompetence is about learning how to advocate for yourself, determining who to go to in your mentor community to discuss the m ­ atter, and in particularly egregious cases, documenting problematic incidents. Someone i­sn’t ­going to be fired or denied tenure for being a jerk, but they could be approached about their be­hav­ior by a department chair or another colleague. The tenure pro­cess can also involve an external reviewer ele­ment that perhaps feels the most unsettling ­because it can be impossible to know who you upset or annoyed at a professional conference, or if ­you’re dealing with a fragile se­nior ego that does not want their work to feel passé. When you attend professional conferences, be intentional about your networking and try to acquire information about vari­ous ­people in your field—­who has a reputation for being toxic or holding a grudge? Who are the scholars you should ask to coffee? Who might be a good tenure letter writer in the ­future? Conferencing is exhausting, yet it’s necessary for you to attend and be vis­i­ble to other scholars who may be asked to review your file. Since I was the parent of a young child while I was on the tenure track, I l­imited myself to two professional conferences e­ very year. For me, ­family time was just as impor­tant as my job, so I was very selective about which conferences to attend and mindful of what networking I wanted to do at ­these meetings. Public talk invitations are a nice way to meet colleagues at other institutions and, in general, can be a far more generative way to form relationships that could be part of the external review pro­cess. If you are invited to give a public talk at an institution in which ­there is a cohort of scholars who engage in the kind of work you do, then it is a good idea to give that invitation serious consideration. If that is not the case, wait ­until your first book is published or you have launched your next major research proj­ect to accept t­ hese invitations. Save your energy and use it wisely. To thrive in this profession, it is impor­tant to constantly do internal check-­ ins. Ask yourself: How am I ­doing? What is challenging my teaching or writing pro­cess? Am I eating in a balanced way? Am I getting the exercise I need? Am I sleeping well? Am I developing bad habits that need to be addressed (e.g., skip42  sylvanna m. falcón

ping meals, working through lunch, not taking breaks)? Am I feeling isolated? Should I talk to a therapist about some of my strug­gles? Am I spending enough time with ­family and nonacademic friends? ­These can be difficult questions to ask yourself, but they must be asked constantly. Being an assistant professor is a very demanding job that merits proper attention to our bodies and m ­ ental health. As I stated above, it is impor­tant to have a loose plan to prepare a file for tenure. Tenure itself is a po­liti­cal pro­cess so you should not be ­under any illusions that p­ eople’s personal biases or grudges against you w ­ on’t come back at the time of tenure. If a university wants to deny you tenure, they w ­ ill find a way to do so. Submitting a solid file can serve as a shield from p­ eople’s pettiness and jealousy and position you to take ­legal action if necessary. Pay attention to the faculty who have earned tenure prior to your case—­what was in their file? How w ­ ere they evaluated? In other words, do some homework. The department in which you start the tenure track may not be where you earn tenure. If you realize you are in a department in which you feel unhappy and unsupported, create an exit plan. As one friend told me, you write your way to another job. Getting your work out t­here and published should be part of your exit plan. Having good colleagues, being happy about where you live, and ­doing the research and teaching you want to be d­ oing makes all the difference in how you walk through this profession. Rather than feeling embattled and consumed by negativity, you can seek contentment and ac­cep­tance about what the university structure can and cannot offer you. In closing, I share my list of “top ten best practices” for striving to be a happy academic. 1. Have a life outside of work ­because no one should work 24/7. Have nonacademic friends as part of your life and community circle. 2. Know when to say “yes” and when to say “no.” You ­will be asked to participate in events, give talks, or­ga­nize workshops, review articles or books, ­etc., for the rest of your ­career. It is OK to say “no” if it’s not a good time for you. Sometimes ­these opportunities are cyclical so one year may be “yes” and the following year may be “no.” 3. Establish a reputation as a person with integrity and who is trustworthy. 4. Accept every­one ­will make ­mistakes and learn from yours or ones made by ­others. Avoid repeating ­those same m ­ istakes and do not hold grudges. From Contract to Tenure  43

5. When you encounter hostility and negativity, realize that it is about them and not you. It is impor­tant for your sanity to steer clear of toxic ­people in academia or, if avoidance ­isn’t an option, to minimize those interactions as much as pos­si­ble. 6. Avoid working in isolation. Too often academics work and think alone; try to establish a scholarly community where you break that culture of isolation. 7. If something happens that leaves you upset, then communicate your frustrations to someone in a manner that is respectful, engaging, and fair. It is not necessary to yell at peers, faculty, staff, and students to make your point. 8. Protect chunks of your weekends as much as pos­si­ble for downtime. 9. Maintaining balance is intentional; it ­will not organically emerge. Balance your academic life with having a life! 10. Remember that your intellectual and research life ­really ­matters, so seek support when needed and, if sole-­authored work is paramount to your tenure file, then treat writing as a craft that needs constant love, nurturing, and attention.

notes 1. Sylvanna Falcón, “You Deserve Better,” Conditionally Accepted (blog), Inside Higher Education, September 16, 2016, https://­www​.­insidehighered​.­com​/­advice​/­2016​/­09​/­16​ /­faculty​-­color​-­should​-­not​-­just​-­accept​-­initial​-­job​-­offer​-­essay. 2. See Presumed Incompetent: The Intersections of Race and Class for ­Women in Academia, edited by Gabriella Gutiérrez y Muhs, Yolanda Flores Niemann, Carmen G. González, and Angela P. Harris (Boulder: University Press of Colorado, 2012).

44  sylvanna m. falcón

7. A Few Rules of Thumb about Conference Pre­sen­ta­tions and Invited Talks lori flores and jocelyn olcott

1. The first rule of public pre­sen­ta­tions: ­every talk is a job talk. That is to say, ­every time you pre­sent your research, you have an opportunity to convey not only your in­ter­est­ing findings and the sophistication of your analy­sis but also your collegiality and ability to convey material effectively. You never know who might be in the audience who might one day be evaluating your tenure file or grant proposal or considering hiring you as a colleague. You should approach ­every speaking engagement with the professionalism and re­spect that you would a job interview. 2. Know what the standard protocols are within your field as well as the expectations for this par­tic­u­lar event. How long w ­ ill presenters speak? ­Will most ­people have visual aids? Do ­people tend to read from a prepared text (perhaps circulated in advance to a commenter or the audience) or from a looser set of notes? It takes about a minute to read one hundred words at a pace that ­people can listen to. If you plan to include visuals, make sure you leave time to navigate and discuss ­those. Do not try to cram in more material than you have time for! If you speak too quickly, whether in person or during an online talk, you’ll lose your audience, and if you go over time, you’ll annoy every­one in the room. 3. Find out about the audience you’ll be addressing. ­Will you be speaking mostly to specialists or to a more general audience that might include undergraduates or members of the public? ­Will the audience be mostly native speakers of the language in which you are presenting? W ­ ill ­there be

simultaneous translation or asl support? Make sure that your language and pre­sen­ta­tion are appropriate to the audience. This can be difficult if your hosts ­aren’t sure who the audience ­will be or if you expect a mixed audience. Ultimately, though, giving a talk is just another form of teaching—­you’ll want to make sure that your audience is with you about the basic concepts before you delve into more challenging material. 4. Dress appropriately. The more ju­nior you are, the more you should prob­ ably err on the side of sartorial formality, but you also want to make sure ­you’re comfortable. Conferences and invited talks often involve spending long hours sitting in one place, alternating with seemingly interminable walks through a rabbit warren of a convention center. If it’s winter, you may need a coat and hat for outside, but the conference rooms could be overheated and airless. Make sure you can take off layers without feeling overexposed. 5. Be on time. If you are on a panel with a commentary, make sure to ask when you need to submit your paper and meet that deadline. Commenters are often performing an act of professional generosity squeezed in among countless other professional commitments; do not abuse their goodwill. ­Whether giving a lecture or participating in a panel, make sure you arrive in plenty of time to set up technology, introduce yourself to fellow panelists, and avoid leaving any guessing about ­whether you’ll show up. 6. Have a backup plan. Many of us rely on laptops and digital projectors for supporting materials. If you are giving a pre­sen­ta­tion that simply ­will not work without this support, make sure you test your technology in advance in the space where you ­will pre­sent. If such testing is not pos­si­ble, make sure you have a plan for how to pre­sent the material without this support. 7. Be gracious. If you are invited to give a talk on campus, be mindful that the administrative staff arranging your visit also have many other responsibilities. If an audience member asks a question that seems completely bananas, try to turn it into something that lets you share a new aspect of your work that ­didn’t fit into the talk. If ­things go sideways with logistics and equipment, roll with it as best you can.

46  lori flores and jocelyn olcott

8. Finding My Way in Academia: My Non-­Tenure-­Track Path to Success in Food Studies sarah portnoy

My non-­tenure-­track position has not been without its challenges, but it also has brought many unexpected rewards. I have been in my current job at the University of Southern California in Los Angeles for the past twelve years. My current position is associate professor (teaching) in the Department of Latin American and Iberian Cultures. Much like the rest of the 73 ­percent of academics off the tenure track, I expected that my ­career would be in a tenure-­track job. I have a PhD from a top program at a renowned university and worked with some of the most well-­known scholars in my field of training. Life, however, does not always go as planned. When I went on the job market, I learned that my sexy-­sounding, interdisciplinary, transatlantic research and fieldwork did not translate easily into fitting into a canonical box. Additionally, I had a non-­portable fiancé who was starting his own local business in the San Francisco Bay area. Despite ­these and other challenges that came my way, I carved out my own path in a non-­ tenure-­track position that allowed me the flexibility to raise young ­children without the stress of t­ hose early high-­pressure years non-­tenured young professors face. Over time, I let go of the chip on my shoulder and took advantage of my academic freedom to build a successful and gratifying ­career. Currently, I teach a variety of food studies courses at usc in the Departments of Latin American and Iberian Cultures, American Studies and Ethnicity and, most recently, Anthropology. T ­ hese are all courses that I have created over the past eight years and are taught in both En­glish and Spanish. I also

lead a study-­abroad program on food culture and food sovereignty to Oaxaca, Mexico e­ very May. In December 2016, I published a book, Food, Health, and Culture in Latino Los Angeles (Rowman and Littlefield), based on my teaching and research. I assign chapters from this book in my classes. Most recently, I received a $20,000 grant from the university to co-­teach a new class, Documenting Latinx Food Culture, that I created with a colleague related to my other seminars but with a more theoretical and ethnographic focus. The experience of creating and teaching food studies courses at usc has been an exciting and unexpected journey, one that I relish now, but that has not been without its frustrations and challenges. I completed a PhD at the University of California, Berkeley in Romance languages and lit­er­a­ture in 2005, with the intention of eventually being offered a tenure-­track job. My dissertation was on Hispanic ballads (narrative poems) that have their roots in medieval Spain and that still exist in oral tradition in certain parts of the Spanish-­speaking world. I did fieldwork in Spain, Cuba, and Mexico for my dissertation on one par­tic­u­lar ballad, and wrote about ­women’s voices in the Spanish ballad tradition. My dissertation enabled me to do fieldwork in in­ter­est­ing places and learn about gender and agency in traditional cultures, but it did not put me squarely in one box for applying for a job. I did not write a dissertation exclusively about medieval Spanish lit­er­a­ture, nor had I written one only about con­temporary Latino cultural studies. The study of folklore crosses both time and place, something that proved to be both a blessing and a curse for me when applying for jobs. “Your research sounds so in­ter­est­ing,” interviewers would exclaim, only to offer the job to someone whose research fit squarely in the bound­aries of the field they ­were filling. Despite my non-­conventional profile, a non-­tenure-­track position would never have been on my radar as a gradu­ate student. I had worked with well-­ known professors in my field and never questioned my anticipated c­ areer path. While we ­were prepped for the academic job market, conversations about non-­tenure-­track jobs and jobs outside academia w ­ ere non­ex­is­tent. My grad school peers ahead of me received tenure-­track jobs and I assumed I would, too. ­Until my personal life got in the way. As I was writing my dissertation in early 2004, I met my husband, a budding entrepreneur opening pharmacies for the Latino market in the Bay Area. In other words, he was not portable. I was thirty years old when we got engaged and starting to feel ready to have a f­amily. He told me not to sacrifice my dreams for him, but that he could not relocate ­either. In 2005, I finished gradu­ate school and accepted a job as a visiting assistant professor at Oberlin College. My fiancé stayed in San Francisco while I spent the year at this small liberal arts college in Ohio. My job at Oberlin was chal48  sarah portnoy

lenging and fulfilling. The students ­were intellectually curious, demanding, and bright. I had the opportunity to devise a seminar based on my dissertation and to figure out how to teach specialized courses. However, my fiancé was back in San Francisco and this job ended with the close of the academic year. I was not ­going to apply for positions far from him. Therefore, I was geo­graph­i­cally ­limited and had been trained in a fairly narrow field. My outlook for a successful academic ­career path was not optimistic. Returning to San Francisco in 2006, I had no idea what I would do next. ­There are not many universities in the Bay Area and I d­ idn’t see academic jobs that matched my profile. “Maybe it’s time to explore work outside of academia?” I thought to myself. I assumed I had skills in research and writing, even if I lacked ­actual work experience beyond the ivory tower. I applied to dozens of jobs at museums, foundations, and nonprofits. Most ­didn’t bother to interview me. T ­ hose that did said I had a “very in­ter­est­ing profile” but “lacked work experience.” “Sorry, you are overly educated and underqualified,” I was told repeatedly. No job offers. A ­ fter a few months, I grew increasingly frustrated and de­cided to apply to jobs at local universities. I received an adjunct position at San Francisco State University in early 2007, teaching Spanish language and conversation, far from the lofty tenure-­track job I had envisioned and not nearly as in­ter­est­ing as my Oberlin position had been, but it was something. Soon ­after, my husband and his busy partner de­cided to expand their chain of Hispanic pharmacies to the closest big growth market, Los Angeles, and it was agreed he would be the one to relocate to Southern California. Fortunately, a friend learned about our plans and forwarded me a job announcement for the University of Southern California. It was a non-­tenure-­track job teaching upper-­ division courses in the Department of Spanish and Portuguese. It seemed like it could be an in­ter­est­ing prospect. At thirty-­six weeks pregnant, I flew to Los Angeles to interview at usc. I was excited about this possibility. They wanted me to teach a poetry seminar and Spanish composition classes. I would be able to teach material I found in­ter­ est­ing and meaningful at an elite private university that could provide at least short-­term job security. A weight was removed from my shoulders. The salary offer was very low for the cost of living in Los Angeles. The university offered to match the salary I had been given at Oberlin College. Since I had no other job offer, I had no leverage to bargain with them. It would have been very hard to live in Los Angeles on this salary as a single person. Fortunately, my salary was only supplementing what my husband earned, and I could afford to take the job and continue my ­career path. If I had been a single person, life on this salary would have been far more challenging. Non-Tenure-Track Success  49

In August 2007, I began my non-­tenure-­track position at the University of Southern California, a job I am still in twelve years l­ ater. My ­career path is one that I could never have taken had I been in a tenure-­track job. A tenure-­track job would not have given me the opportunity to explore so far beyond my field of training and to research and publish on what­ever I choose. While ­these advantages come with disadvantages—­there is no financial support for my research, and I teach far more than my tenured colleagues—­I still cherish the academic freedom I enjoy. I ­didn’t have to publish a tenure book. I wrote my book ­because I wanted to do so, ­because it was enjoyable, and ­because it was a vehicle to tell the stories of so many of the amazing p­ eople and organ­izations I have worked with over the years. While I had no time off to write the book—no sabbatical or course release—­I carved out the time with a singular focus during the eigh­teen months it took me to complete. My appreciation for my c­ areer path did not come overnight, however. For the first few years, I was still frustrated and somewhat embarrassed by my position. My grad school friends w ­ ere all in tenure-­track jobs. W ­ ere they better than me? I knew I had opted for this route and was happy not to be u­ nder the pressure they w ­ ere while raising two young c­ hildren. I could enjoy the time with my ­children without the pressure to churn out publications for tenure. Yet, I knew I wanted something more—­but what would it look like? Then, one day, the what started to take shape. In the fall of 2009, at a department faculty meeting, one of the tenured professors was throwing out ideas for courses that would attract new majors and minors to the department. He suggested a course about Spanish food. “Spanish food,” I remember thinking to myself. “We are in Los Angeles. Why would you teach a course on Spanish food at a university that is surrounded by taquerías and pupuserías? That ­doesn’t make sense.” usc is in the m ­ iddle of South Los Angeles, an area whose population is over 60 p­ ercent Latino. Many Central American immigrants moved t­here in the 1990s and as a result it is ripe with panaderías, Salvadoran pupuserías, carnicerías, and endless taquerías. Despite the Latino neighborhoods surrounding usc, my students taking classes in the Department of Latin American and Iberian Cultures had very few opportunities to interact with the surrounding community and use Spanish in real-­life situations. They ­were “locked” on campus with few incentives to explore beyond. As a folklorist, food seemed like an in­ter­est­ing lens through which to explore and learn about culture, one that I had always enjoyed as a traveler to new and dif­fer­ent places and one that would be both accessible and exciting for students. Studying folklore and ­doing extensive fieldwork in dif­fer­ent countries gave me 50  sarah portnoy

the tools to know how to conduct food ethnographies; interview p­ eople to learn their food stories; and understand that cuisine, just like the ballads I had once studied, travels and adapts to new environments while still preserving its “authenticity” (a loaded term in my field, since what is au­then­tic is slippery and dynamic: what is au­then­tic to one person in one place can vary significantly). The au­then­tic mole in Oaxaca is dif­fer­ent from the one in Puebla. ­These ideas resonated with me and I began to research this exciting field I knew nothing about, food studies, in order to put together a new community-­based class in which students would use technology (blog posts) to post their findings. During the spring of 2010, I applied to usc’s Center for Excellence in Teaching to create a new course that would use technology as a tool to enable students to write about and share their experiences and theoretical knowledge with each other via a blog site. I received a grant for five thousand dollars to apply t­ oward the creation of my new course and set about to meet leaders and activists in the Latinx food industry who could help me create this experience. In 2011, I began teaching the Culture of Food in Latino Los Angeles in the Spanish Department, a course that turned out to be life-­changing in many ways. While creating opportunities for my students, I met many ­people outside academia: chefs, restaurateurs, museum professionals, community organizers, and journalists, as well as other academics who work in related fields in food studies. I had found a field that was exciting and that allowed me to move back and forth between academia and the “real world.” I enjoyed forming t­ hese new professional relationships and have benefited from them im­mensely over the years. I also got to know other parts of this vast city as I shared them with my students. My students visited markets, street vendors, taco-­truck ­owners, and many other gastronomic delights in East Los Angeles and Boyle Heights, areas that are 95 ­percent Latino and are rich in Latino culinary culture. Yet, I started to realize that t­ hese same areas that abound in taquerías and panaderías come up short when it comes to full-­service grocery stores, playgrounds, and parks. Instead, they are saturated with corner stores, liquor stores, and vacant lots. This growing awareness led me to create a second course in 2015, Food Justice in Latino Los Angeles. This course has allowed me to teach students about the lack of access to healthy, affordable, culturally appropriate food, and its consequences. It has enabled students to interact with members of the community and, once again, use their Spanish in real-­life situations. This time, however, it is with the goal of having them be aware of the inequities that exist between usc and the surrounding low-­income community. My goal is not only to have students interact with community members but to work side by side with them, Non-Tenure-Track Success  51

d­ oing volunteer work through vari­ous nonprofit organ­izations. As a result, I have developed close ties with local organ­izations, been involved in proj­ects that have benefited the community, and opened my students’ eyes to social justice issues through hands-on community-­based work. This community-­based engagement has been very rewarding for the students—as well as for me. My book, Food, Health, and Culture in Latino Los Angeles, is part of a food studies book series and came out of the experiences teaching my courses and the relationships I formed with vari­ous nonprofit organ­izations. It allowed me to profile the amazing grassroots work of local community and school gardens and to tell the stories of leaders in the food justice community. I used the book to tell local stories that are impor­tant on a larger scale. Writing the book was a challenging experience b­ ecause I had no support from my institution or outside grants; at the same time, it was very gratifying. Since I was not writing the book as a requirement for tenure, I had complete freedom to tell my own story in the way I chose. I did not have to use an academic press. This allowed me to choose a press that had published other related monographs and that gave me a contract on the basis of an abstract, instead of one or two complete chapters. Instead of bemoaning the fact that I had to teach three classes while writing my book and raising two young ­children, I just woke up ­earlier and made extra time in my day to write. I was lucky to have a supportive husband and the flexibility in my work schedule to dedicate blocks of time to writing. I completed the book in about fifteen months and spent the final months on details such as photo­graphs, the index, ­etc. The book opened doors that I could never have i­magined. I gave a well-­ attended book talk soon ­after publication at the university that gave me greater recognition both on campus and in the wider community. The university magazine wrote about the book, as did other publications. As a result, the Los Angeles Weekly contacted me to see if I would be interested in writing articles with a food justice focus. (I was thrilled!) A few months ­later, the local pbs tele­vi­sion station asked if I would write an essay for their website. Soon ­after, I published my first article for the Los Angeles Times, and have written two more since. My non-­tenure-­track position gives me the freedom to write for a nonacademic audience without the pressure of having to dedicate all my time to ­academic publications. Writing for the mainstream press is rewarding and enjoyable. It allows me to provide exposure for the entrepreneurs and organ­ izations I have gotten to know, and to support social justice ­causes I find impor­ tant. I am very grateful for this opportunity to give back to the ­people who have taken time to talk to my students year ­after year. 52  sarah portnoy

The book’s publication also opened doors on my campus. The chair of another department asked if I would be interested in teaching a seminar based on my book. This was an opportunity I had been asking department chairs for during previous years with no success. Now I was able to move outside the confines of my home department and create a course for a dif­fer­ent student demographic. To say that I was very pleased would be an understatement. I have taught this course once a year for the past two years and found it to be a very meaningful experience for the students and for me. Instead of teaching in Spanish, where the students’ goals include using the language in written and verbal contexts, the class is taught in En­glish in an American studies and ethnicity department. This allows for greater critical thinking and attracts a dif­fer­ent student population. In 2019, I applied to co-­teach an interdisciplinary course with a colleague in anthropology. We ­were awarded $20,000 to use on the course during the 2019–2020 academic year. I plan to bring in amazing speakers and take the students to visit places that are normally not in my bud­get. While funding opportunities for new courses are fewer in non-­tenure-­track jobs and even less likely at a public university, they do exist in non-­tenure-­track positions—if one seeks them out and takes advantage of them. Would I have been allowed to create t­ hese kinds of courses as a tenure-­track professor? It is highly unlikely. I would have been tied to the field in which I was hired to teach. My priority would have been to teach ­those courses that students needed to complete a major before I created something ­else, and I would have been ­under pressure to publish a peer-­reviewed book with a top academic publisher. Instead, I charted my own course and wrote the book that I wanted to write to use in my classes, and that highlighted and honored the stories of the ­people I had met and worked with over the years. How can one make a non-­tenure-­track position fulfilling? Of course, this question is subjective and the answer ­will vary depending on your field, but ­here are a few general suggestions: — ­Don’t ­settle for just ­doing what is expected of you. — ­Think outside the box. Use your skill set to come up with course offerings that are exciting and marketable to students. — ­Find a niche that is innovative and interactive! Students are always writing that my course was their “favorite course they took at usc and they wish they had taken it sooner. . . .” I am not the world’s greatest teacher and certainly not the most or­ga­nized, but I offer an experience they ­don’t have other­wise. Non-Tenure-Track Success  53

— ­Promote yourself! It took me years to feel comfortable with this, but I have had articles published about my classes on the university website, Spanish-­language press including Telemundo, and other places. This allows the university and my own department to know what I am ­doing and (hopefully) value it. Other­wise, ­there is ­little to no awareness of the contributions I have made. This awareness has opened doors to teaching in departments beyond my home department and hopefully, in the ­future, to receiving financial support for my scholarship. — ­Create experiences that you find personally gratifying. For years, I worked to help legalize Los Angeles’s street vendors. I was part of a citywide working group, attended numerous meetings and hearings, and wrote a feature article on their strug­gles. When they ­were fi­ nally legalized ­after an epic ­battle, I was proud of the small part I had played and the many community members I had gotten to know along the way. — ­Serve on a departmental or university-­wide committee that is ­doing something meaningful. Ser­vice is a part of my job contract, but the ser­vice obligations are not as clearly outlined in my position as in the tenure-­track ones at my university. I was asked to be on a committee to address food insecurity and homelessness among students. While this contributes ­toward ser­vice, it is also something I am passionate about. — ­Make a difference in your larger community! Be an activist for something you believe in. I serve on the board of Garden School Foundation, a nonprofit that teaches garden-­based education, where many of my students volunteer as part of my classes, and I am on the advisory council of a local museum the students have been visiting with my class for years. The flexibility of my job has allowed me to form ­these relationships and serve the larger community. — ­Join a larger community of scholars ­doing related work and attend their conferences if the financial support from your institution makes it pos­si­ble. I have been ­going to food studies conferences for the past six years, where I interact with scholars who are not concerned with my job status. We exchange ideas for our classes through workshops and learn about each other’s scholarship. I have been asked to co-­write articles and speak on conference panels with other leading academics in my field over the years. They re­spect my work and I have formed relationships with my colleagues. This places 54  sarah portnoy

me within a larger community of scholars so that I do not become isolated at my institution. Despite the early years of strug­gle, I eventually found my way to a satisfying c­ areer. It has not been a perfect situation by any means. I write this as I plan for an upcoming book proj­ect in which I hope to spend a year with my husband and ­children, conducting research while based in Mexico City. We are planning this academic year away for both personal and professional reasons. We would like to provide our c­ hildren with a true immersion experience beyond the visits with ­family in Mexico City or speaking Spanish at home. I am interested in researching the recent interest in indigenous cuisine and how indigenous ingredients such as corn, agave, and cacao are becoming trendy, yet inaccessible to the lower-income consumer. I would like to spend time on the ground in rural communities of Oaxaca with growers. I would also like to deepen my knowledge of Mexican gastronomy by learning about the history and traditions of its rich and varied foodways. Yet unlike tenure-­track colleagues, I have no guaranteed financial support for this proj­ect from my university. I plan to apply for a research grant that would cover one semester and I w ­ ill apply for outside grants as well. T ­ hese grants, however, are few and are not guaranteed. I understand that ­these are the limitations of my job, but I am hopeful that I ­will receive support for my next research proj­ect. Leading my classes on street-­food tours of Los Angeles, taking students to meet sidewalk vendors and learn about their strug­gles, organ­izing excursions to a school garden in a low-­income Latino neighborhood, exploring farmers markets that have programs to increase access to healthy, fresh, culturally appropriate food—­these are just a few of the highlights of the community-­based learning experiences I have developed over the years. While your field may be very dif­fer­ent, how can you create experiences that are more engaging for your students, that challenge them to think differently, and that push the bound­aries of your non-­tenure-­track position? How can you find a way to do research that is meaningful to you, even with l­ imited support for it? How can you contribute to the university by serving on committees that demonstrate your commitment to a cause? How can you turn this job into something that you are proud to be ­doing, rather than a last resort you are stuck with? I d­ on’t have the answers to t­hese questions, but hopefully I have provided some food for thought.

Non-Tenure-Track Success  55

9. Surviving the Dream sarah deutsch

This Is So Cool!—­Being in Demand

­ fter tenure, I began getting all kinds of invitations. P A ­ eople invited me to speak at far flung places! P ­ eople wanted me to review books and manuscripts! P ­ eople wanted me to sit on impor­tant university committees! ­People wanted me to or­ga­nize conferences! ­People wanted me to assume leadership positions in the community and the profession! P ­ eople cared what I thought! It was fabulous! ­Until it w ­ asn’t. Even before I got tenure, I found ser­vice obligations and speaking invitations mounting. ­After tenure, they multiplied alarmingly. It had never occurred to me that I would have more invitations to do t­hings I thought ­were in­ter­est­ing than I could possibly manage. I was traveling three out of four weekends a month. Whenever I w ­ asn’t teaching, I was in committee meetings. I was d­ oing course preparation between 11:00 p.m. and 5:00 a.m. One semester, I taught three regular undergraduate courses at my own campus, two gradu­ate student biweekly seminars, and one course at another university as a ­favor to my mentor. At the same time, I had committed to revising and resubmitting two articles and one book. I sat on two nonprofit boards in the community, directed a program at the university, and supervised a number of gradu­ate students. Then I got an infection I could not shake, and it was a wake-up call (not that I had time to sleep). This crunch is particularly acute for faculty underrepresented at their institution. When I first got to mit as an assistant professor in the 1980s, ­there ­were so few w ­ omen faculty members that I was in meetings whenever I was not in

class, leaving only the late night and early morning hours for class preparation and the fantasy of scholarship. Since e­ very committee needed to have a w ­ oman on it, I was on what felt like ­every committee. What is more, ­women students (and even men students) ­eager for a sympathetic ear headed to the offices of ­women faculty members, often breaking down in tears. An external review team for our ­Women’s Studies Program told us in no uncertain terms to stop performing ­these functions for our students. We could tell they ­were from Mars. Such demands are even more weighty for faculty of color at most institutions. Rising diversity in the student body has not been matched by rising diversity in the faculty. Ever-­increasing demands for faculty who understand the dynamics of being the anomaly, for faculty to “represent” their color or sex on committees, and for ­these faculty members to provide liaisons between the college or university and the community imperil faculty of color not only regarding their scholarly success, but regarding their physical and m ­ ental health. I have only worked at one university that recognized this extra burden by providing a course release. Most colleges and universities and colleagues, if they recognize it at all, see the burden as purely elective. Not all faculty of color want to engage in this work, and some few succeed in keeping it at bay. But many such faculty, often first-­generation doctorate and even bachelor’s degree holders, feel an obligation or desire to pay it forward. They see a fundamental part of their role as mentoring and as working to change the institution to make the path easier for t­ hose who follow. It is crucial that they, collectively if pos­si­ble (and so necessarily, usually, across departments), make chairs, deans, provosts, and presidents aware of this dynamic. It ­will help if they can mobilize the support of sympathetic faculty members who have influence with the administration, what­ever their demographic. To do so effectively, it is crucial to provide the studies (some cited h ­ ere but ­there are ­others) to support the claims.1 Even so, the most effective argument may be that such work demands can lead not just to attrition but to departure for other institutions. Deans and provosts and presidents tend to be highly competitive ­people. The idea that they are ­behind or are losing out to other institutions is often a power­ful motivator, even if other aspects of their listening skills seem to be wanting. Some ­people feel that every­one who makes it to tenure should have suffered as they have suffered, that it made them stronger and proved their merit. ­Others feel no one should have to suffer in ­those ways. We have choices when we get tenure, not just about our own ­careers but about our bystander be­hav­ior. To me, this is an issue of creating the community in which you want to live. It is always better, however, to speak with someone rather than for someone. If you think something inequitable is occurring, ­whether it’s structural or individual, Surviving the Dream  57

engage the colleagues targeted. Ask them what they think, and what would be helpful. If they are ju­nior colleagues, they may not know what is pos­si­ble, and they may feel too vulnerable to want it raised as an issue. If they are overwhelmed with ser­vice, take the issue to an administrative meeting of chairs or deans as a larger structural issue—­assistant professors at research-­one universities, for example, should not be tasked with launching a new program while trying to finish their book and establish their teaching. Similarly, take the lead in collecting colleagues across departments to articulate the extra burdens that fall on faculty of color and how to address them. Be noisy in your department around the composition of search committees and the nature of short lists. It’s always better not to be noisy alone. Bring your colleagues on board. We only have to look at the demographics of the acad­emy in the last three de­cades to know that diversity is not inevitable. Given ­these pressures, it is particularly impor­tant to remember that tenure offers a chance to set your own priorities and rebalance your life, but that means more than thinking about what kind of work most engages you. It means thinking about what kind of life you want to lead. How often do you like being on the road? How many manuscripts are too many manuscripts? How many tenure and promotion committees and reviews (which are incredibly time-­ consuming) can you h ­ andle without sacrificing every­thing ­else? How many students can you responsibly mentor without losing sleep? What role do you want to play in your community? Remember, your community is the department, the university, the acad­emy, and your town. Even one committee for each of t­ hose communities would be four committees at any given moment. Sit down and have a conversation with yourself. What’s impor­tant to you? How many trips a month are r­ eally too many? Is reading article or book manuscripts more impor­ tant? Or d­ oing book reviews? What kind of ser­vice ­matters? How much time do you reserve for yourself and your ­family? Ser­vice is a way we can have some control over our environment. You d­ on’t want to shun ser­vice entirely. By the time we get tenure, many of us have a lot of pent-up institutional energy. T ­ here are t­hings we want to see happen both in terms of restructuring or reforming and in terms of initiatives at a variety of levels in the department, at the university, and in the wider community. It’s satisfying to be able to take steps ­toward our vision. So you want to take part. Even minor ser­vice sometimes builds relationships across departments, outside of work, and up the food chain that make it easier to create change l­ ater. Create criteria for how you choose where to put your energy. Regarding committees, at the university or in the community, do you want to lead or just be in the room? For some committees, if you cannot have some significant say in the 58  sarah deutsch

direction of the committee, the ser­vice may be more frustrating than gratifying; for other committees, the relationships that emerge may be the main benefit, and just being in the room may fit best with the other demands on your time. In the same vein, what would make a manuscript worth reviewing? The topic? The publication? The author? What makes a talk worth giving? Some ­people decide by having a minimum honorarium level. O ­ thers base their decisions on the impact, including w ­ hether the audience is an underserved community—­a prison or a high school in a low-­income area. Some ­people use a combination of ­factors. Try to be clear in your own mind what you want from any par­tic­u­lar ser­vice opportunity. Try to take an active hand rather than just responding to requests. That can be the best way to make sure your ser­vice lines up with how and where you want your voice to be heard. It may be that parking is, in fact, the most meaningful committee at your university with the greatest impact on your colleagues’ daily lives. Or not. If t­here’s a committee on which you would rather serve, you can step forward and request assignment. T ­ hose responsible for creating committees tend to go back repeatedly to the same trusted names, but ­they’re not averse to welcoming volunteers—­indeed, since finding faculty to staff the myriad university committees can be overwhelming, ­they’re often grateful. ­Here’s the catch—­you can pour your energies into work that suits your own priorities, but if your priorities do not align or are even at odds with the priorities of your institution, it is unreasonable to expect the institution to reward you for it. If you can garner a clear sense of the college’s or university’s priorities (often articulated in mission statements and strategic plans), sometimes, with a ­little work, you can frame yours to align—­a conference or curricular initiative or even outreach of certain kinds can bring in grant money, for example, or open a new field of inquiry, or help an institution fulfill its mandate. Other times it would be a greater stretch. When I chose to write a book and then edit documents collections aimed at ju­nior and se­nior high schools, I knew it would not only delay my second academic monograph and so my promotion, it would also be irrelevant in the eyes of the administration. That choice would not bring greater glory or visibility to the institution, bring outside grant money, or raise our standing in national rankings. I was okay with that. In this case, my desire to get a dif­fer­ent kind of history into the hands of teen­agers outweighed my desire for other kinds of rewards, and I was simply tremendously grateful that tenure allowed me to make that choice. You can, if it is impor­tant to you, decide to spend time and energy trying to shift institutional priorities, an exacting and often exasperating all-­consuming endeavor, but not entirely impossible. But choose your ­battles—­there may be other areas in which shifting the institutional ground m ­ atters more to you. Surviving the Dream  59

In any case, it is easier to make t­hese choices if you can get a sense of the structure of decision-­making at your university or college. You can ask for an organ­ization chart, though not all universities have them ready to hand out, and even a chart may not reflect how ­things ­really work. But it’s hard to be effective at creating change or building a program without knowing the lines of power. Seek the advice of long-­serving faculty and staff members you trust who may have both a broader perspective and insider knowledge of not only structures but personalities. Even if you ­don’t have something par­tic­u­lar in mind you’d like to see happen at your institution, every­one should expect that at some point ­they’ll have to step up. Leadership skills can be learned—­from how to run an effective meeting to how to build consensus—­and once you have them, leadership positions seem less daunting. Take the opportunity to learn leadership skills where you can—it turns out they are far more transferable than you might think. Go to a few good workshops at your university or your professional meeting or elsewhere. The nonprofits I was serving sent me to a day-­long workshop on nonprofit board leadership that I was unenthusiastic about attending. I went to two sessions. I have completely forgotten one of them, but the other I have drawn on almost ­every year since then. In my two nonprofits—­the state affiliate of the National Endowment for the Humanities (neh) and a regional rape crisis center (rcc)—­one set of board meetings was always well attended, the members deeply engaged; the other, rcc, had sparse attendance. Both nonprofits’ directors w ­ ere effective at their jobs, leading well-­run organ­izations. The difference mystified me. At the workshop I learned the secret: successful meetings have clear agendas distributed to attendees, with adherence to the time allotted on the agenda for each item, meaningful but not overwhelming work for each member, and substantive discussion and meaningful outcomes for each meeting—­outcomes that the transparent decision-­making pro­cess made clear ­were affected by what was said and who was in the room. That was how the neh affiliate meetings ran, and we felt respected and essential. By contrast, the rcc, in an effort to spare the board members, required no work and ­little to no input from us, only that we be willing to be arrested for not turning over counseling rec­ords in rape ­trials. It turned out we w ­ ere perfectly willing to go to jail for the rape survivors who sought rcc’s ser­vices, but less willing to attend seemingly pointless board meetings. I am pretty sure I am not the only person who has suffered through interminable meetings in which l­ittle, if anything, of import transpires. This lesson about r­ unning meetings turns out to apply equally well to department meetings, 60  sarah deutsch

committee meetings, and prob­ably even f­ amily meetings. Your institution may not have the resources to provide such workshops where ­these and other leadership lessons are taught, but some corner of your community prob­ably does.

Being Intentional

Without planning and making priorities, you can grab each enticing opportunity and widely disperse your energy while building neither your community nor your ­career. Make an aspirational five-­year plan and be ready to revise and revisit it from time to time. Where do you want to be in five years? How can your department help you get ­there? Share the plan with your chair. When you make your plan, try to balance taking chances on new t­ hings that might send your mind in new directions with steadily building community in your major field through giving talks, consistent attendance at conferences, and putting together panels and even ­whole conferences. Make sure the conferences you create, the ones you put time and energy into, serve your own intellectual and community-­building goals as well as offer opportunities to your students and colleagues. Think about your teaching in the same way. Create at least one course that maps, even if only in the broadest sense, onto your current research question. If you can make at least one of your courses lie within the largest questions of your research, you can have an entire class of students help you brainstorm about your current obsession. Even in an undergraduate class, their research can become pieces of your research. Indeed, you can try out your chapters on the class. This has several benefits—it lets students know that we, too, revise; it puts audience eyes on our prose; and it shows students we re­spect them and value their intellectual input. They rise to the occasion, and it has definitely benefited my own work. It’s a bit of a shocker, what they pick up in my work that I miss. And the students love being part of a larger enterprise with a tangible outcome.

The Whiteboard

Keep track of the categories of opportunities coming your way. ­These might include requests for in­de­pen­dent studies, requests to serve as an adviser or on committees at your own or other universities, conference participation, reviews, ­etc. Make quotas for each. Be loyal to them and get your lines straight. I did six separate in­de­pen­dent studies in one semester—­that was crazy. Now I put all my categories on a whiteboard, and when I agree to do something, I write it ­under Surviving the Dream  61

the appropriate category. When the third person asks me to do an in­de­pen­dent study, I glance at the whiteboard and let them know how sorry I am that I am already ­doing two, and cannot accommodate them this semester. Sometimes you can clump in­de­pen­dent studies and do them jointly, sometimes you can put them off, but ­don’t go beyond your limit.

Getting to “No”

It can be r­ eally hard to say no. When p­ eople ask you to do something, it is more than flattering. They make you feel as though only you can possibly do this task. At first, I put a Post-it note on my phone that said “no!” But I was shocked when I saw it that it was totally in­effec­tive. So I put one below it that said, “I’ll get back to you.” I explained to ­people that I made it a rule never to say yes to anything without thinking about it for at least twenty-­four hours. I found p­ eople universally respected that rule. Twenty-­four hours gave me time to check my other commitments and to consult my partner. It also gave me time to think about ­whether I knew someone for whom this would be a real opportunity rather than an impossible added task. When I passed on a request to someone ­else, it made me a good colleague or mentor, helping to develop someone ­else’s ­career. That felt ­great!

Letting P ­ eople Know What ­You’re Up To

You may be worked to the bone and appalled when someone at your university asks you to do yet another t­ hing, but you have to realize no one but you knows the sum total of ­things ­you’re ­doing. If the person asking is a power­ful person at the university, you can tell them, “I would love to do that! H ­ ere are the twelve other ­things I’m d­ oing for the university—­which one should I drop so that I can do this one?” Let ­people know what ­you’re ­doing in the wider academic and nonacademic universe. ­Don’t think of it as tooting your own horn. Think of it as letting p­ eople plan in a realistic way and letting them get a realistic sense of your position, not only in the department but outside it. At the same time, it’s impor­tant not to forget entirely about your scholarly trajectory. ­There are only so many hours in a day. Try to spend at least fifteen minutes a day on your own proj­ect, your best fifteen minutes, even if it is only checking a footnote. That way when you have two hours, you are not starting over. At the same time, if you are ­going to pour yourself into the institution, make sure the institution ­will respond by giving you release time while ­you’re ­doing it, or with release time a­ fter ­you’ve done it so that you can get back 62  sarah deutsch

to your scholarship. In an ideal world, you can work with the institution to make the innovations line up with your proj­ects, even if loosely. That benefits both you and the institution. Remember, having granted you tenure, the place wants you ­there for the long haul. Courting burnout can lead to resentment and make you want to go some other mythical place where no one ­will ask you to do anything. It is in the best interest of the university as well as yourself to find a sustainable balance.

Where to Go from H ­ ere—­Moving Up and Moving Out

Now that you have tenure, you are set for your ­career and never have to move again. But you might want to change t­hings up. You might want to check out administration at your home university, or jobs elsewhere. ­There are benefits and pitfalls to ­doing so. The ­great ­thing about ­going on the job market post-­tenure is that you already have a job. The stakes are dramatically lowered—­for you. Having witnessed the job search from the vantage point of gradu­ate student, tenured faculty member, chair, and dean, I know the stakes for the institution and your colleagues remain high. Searches are enormously time-­consuming, and the institutional commitment is one-­way—­once you have tenure, they have to keep you, but you ­don’t have to stay. T ­ here are good reasons to explore your options, but be aware that ­every year the academic world is illuminated by bridges inadvertently set afire by someone carelessly dropping a lit match as they gazed at the prospect before them. No one likes to be played. Word gets out when ­people perpetually go on the job market simply to leverage up their home salary. In such situations, retention negotiations, too, can go south unexpectedly swiftly. You can wind up someplace you never intended to accept. Be careful. Be thoughtful. D ­ on’t be a toad. The reasons to go on the job market can resemble the reasons to move into administration. You may be bored with teaching, with your colleagues, or with your community. In an era of restricted hiring, when not many new voices come into your department, you may feel you can predict ­every word that’s uttered. You may have come up against a brick wall in your institution, or you may be stuck. You may want or need more resources academically or personally, including a spousal appointment. An administrative position—­whether it’s director of undergraduate studies, director of a program or center, or a deanship—­can offer new challenges, new conversations and perspectives, and an opportunity to implement your own ideas. The timing is tricky. I know ­people who have been incredibly productive Surviving the Dream  63

in their scholarship while serving as dean or chair. I am not one of them. Taking up such a position between proj­ects can give you breathing space to conceptualize the next proj­ect in the context of a new set of dynamics that can shift your thinking. And, at the other end of the proj­ect, if it is well along with sufficient momentum, you could bring it to closure. But for many of us, taking up a new set of tasks and demands—­usually more time-­consuming than teaching and taking more social energy—in the early or m ­ iddle stages of a new proj­ect makes it hard to make steady forward pro­gress. This is particularly true if we also have small c­ hildren at home. On the other hand, sometimes it can offer a nice excuse when we ­weren’t ready to move forward on that proj­ect in any case. The poet Stevie Smith, writing about Coleridge’s claim that he never finished his Kublai Khan poem ­because of the sudden, distracting arrival of a person from Porlock, intoned, “I long for the Person from Porlock.”2 It’s generally a good idea to be honest with yourself about what’s ­really delaying you. Try to be as clear as pos­si­ble about what the new position entails. I took on one position and was told by its previous tenant that “you’ll figure it out from the emails you get.” Not helpful. Find out the variety of tasks and the amount of support available in terms of financial resources, mentoring, and staff—­and ­whether ­there are any staff ­battles. Managing staff, for which few of us have any training, can be the most challenging part of an administrative position. Find out how much responsibility the position entails, and the amount of control you’ll have over decision-­making (often at odds). Think about what this par­ tic­u­lar position ­will allow you to do in terms of your institutional priorities. It can be r­ eally satisfying to have a shaping hand in a program or department, to change the culture, to nurture ­people through tenure, or to watch a new program come to fruition. ­There is, of course, stupid stuff that comes with ­every position, so you want to make sure the satisfactions are likely to outweigh the annoyances. You also want to be careful to limit your hours. If you do take on an administrative position, choose only one or two initiatives within that position on which to focus, no m ­ atter how many other attractive ideas crop up. Management studies show that longer hours do not make for better decision-­making, and I certainly found that to be true. Emails are like rabbits—­they multiply alarmingly. I let ­people know I dealt with email once a day, midday, and so responded only once a day. If it’s an ongoing conversation, sometimes a phone call is a better use of your time. If it’s truly an emergency, ­there are other ways ­people can find you. Protect some time for your own work, your f­amily, and yourself. D ­ on’t say ­you’re available at ­those times—­treat them as sacrosanct, as if you ­were teaching a class. I know of no one who said on their deathbed, “I wish I had spent 64  sarah deutsch

more time at the office.” See one of your tasks as to model a sane work life. As a dean, I let the p­ eople appointing me know I would not work more than one weekend a month or more than one eve­ning a week, and I would leave an hour early twice a week to pick up my child. I did once offer to meet someone higher up the food chain on the playground, but he found another time. For ­those who are restless, sometimes a fellowship away or a visiting gig can offer a way to recharge without leaving your institution permanently. Like a new job, it can put you in dialogue with dif­fer­ent scholars who have dif­fer­ent paradigms or pet theories, new ideas and perspectives. Sometimes, it can also make you appreciate your home institution and community more than you had. Should you decide to reenter the job market, the best time is usually when you have just published something or successfully created a program or completed a grant—in other words, a time when ­people can see you as an active colleague who w ­ ill contribute to their institution. That is also when you are most likely to field letters of interest from other institutions. ­There is an etiquette to the post-­tenure job market. Your institution is happier to find out y­ ou’re sought a­ fter (a retention risk) than that y­ ou’re seeking. Let your chair know if you are getting nibbles from institutions with higher standing or more resources. If, on the other hand, you are actively seeking, ­don’t depend on the discretion of o­ thers. Make sure your institution knows why you are looking—­that is, as long as it’s not personal. It’s best to tell your home institution how much you value it, how ­great it’s been, and if only ­there ­were X (spousal appointment, more money, more resources, more p­ eople in your field, more or any gradu­ate students, ­the opportunity to run a center or build a program, e­ tc.), you would never even think of leaving. It’s also best not to bad-­mouth your home institution when on the search—it always gets back. If your university sees you as disaffected and determined to leave, it may disinvest as well. When responding to solicitations for applications, it’s okay to be uncertain ­whether you’d ­really go. It’s up to the seeking institution to convince you it would be a good fit. And once you have an offer in hand that you like, if t­ here is any way you would stay at your home institution, let them know and let them ­counter. No one wants to get in a bidding war, however, and few institutions ­will do much back and forth, so you need to be clear in your own mind what is impor­tant to you. As with the other advice ­here, try to know yourself. I have heard that you lose a year e­ very time you move. I have not found it so. I have found moves enlivening. ­There have always been losses as well as gains, both in terms of communities and amenities, and certainly I have bouts of nostalgia, but I always had what I saw as good reasons for the move. Think about what your “good reasons” Surviving the Dream  65

would be. If you possibly can, give the place a trial run. Visit for a semester or a year before giving up tenure at your home institution. Never give up the tenure you have without first securing tenure anew. I have known more than one case in which a prominent scholar accepted a position, and then failed the tenure pro­cess at the new institution and had to scramble to retrieve his old position. Weird ­things can happen in the tenure pro­cess, and that’s a nightmare no one wants or has to have. Fi­nally, remember e­very day—­even if you have to post it above your computer—­that you love this job you worked so hard to get. We lead a life rich in ideas and exchanges, and its anomalous security gives us a long horizon filled with possibilities.

notes 1. Stephen R. Porter, “A Closer Look at Faculty Ser­vice: What Affects Participation on Committees?,” Journal of Higher Education 78.5 (2007): 523–541; Laura E. Hirshfield and Tiffany D. Joseph, “ ‘We Need a ­Woman, We Need a Black ­Woman’: Gender, Race, and Identity Taxation in the Acad­emy,” Gender and Education 24.2 (2012): 213–227; Caroline Sotello Viernes Turner, Juan Carlos González, and J. Luke Wood, “Faculty of Color in Academe: What 20 Years of Lit­er­a­ture Tells Us,” Journal of Diversity in Higher Education 1.3 (2008): 139. 2. Stevie Smith, “Thoughts about the Person from Porlock,” Poetry Foundation, accessed April 2, 2020, https://­www​.­poetryfoundation​.­org​/­poems​/­46848​/­thoughts​-­about​ -­the​-­person​-­from​-­porlock.

66  sarah deutsch

PA RT I I

The Trinity of Academic Life: Research, Teaching, and Ser­vice

Depending on the kind of institution where you find yourself working, the three responsibilities of research, teaching, and ser­vice ­will fall in a par­tic­u­lar order of priority and significance for your continued time t­here. If you are at a larger research-­oriented school, your department chair or promotions and tenure committee might tell you (formally or informally) that your research and publications should form the centerpiece of your reappointment or promotion file. If you work at a community college or small liberal arts college, they might tell you that your teaching and student evaluations are the most impor­tant considerations. At certain schools, evidence of dynamic teaching and research are expected, a double whammy that strikes fear into t­ hose who ­can’t see how t­ hey’ll muster the energy to accomplish both t­ hose ­things. And amidst all of this, ser­vice to one’s department or program, university, and professional field must also be performed and can even feel like the most compelling parts of our jobs. Despite refrains of “ser­vice ­doesn’t ­matter” or “ser­vice ­matters much less,” we cannot ignore that certain scholars—­particularly younger scholars, ­women, and p­ eople of color—­are saddled with ser­vice obligations that can ­either drain their internal resources or not benefit them professionally as much as they hope they w ­ ill. The passionate (and compassionate) essays in this part of the handbook offer advice on how to navigate the demands and mysteries of research, teaching, and ser­vice. Beginning with how to acquire funding for your research, a coauthored piece by three academics—­Miroslava Chávez-­García, Luis Alvarez, and Ernesto

Chávez—­who have all served on prestigious funding committees in the humanities gives practical and comprehensive tips for how to craft a successful grant application. Next, Deborah Jakubs and David Hansen remind us of what resources to ask for and take advantage of in our institution’s libraries, which increasingly function as sites of both research and publishing. A pair of essays by James Sutton and Nanibaa’ Garrison discuss irb requirements and ethical questions to consider and answer while designing your research plan and data collection. Neuroscientist and memory researcher Rosanna Olsen offers helpful advice for publishing your scholarship in journal article form, w ­ hether it is a single-­authored or coauthored piece, and Cathy Davidson and Ken Wissoker update their essay from the handbook’s previous edition to discuss the pro­cess of book publication from the perspective of a university press. Our subsection on teaching is filled with exciting pieces by scholars who impart thoughtful strategies and assignments in their very different-­looking classrooms. Lit­er­a­ture professor Magda Mączyńska reflects upon teaching intimate seminars at a small college in New York City and offers a useful bibliography for further reading on teaching philosophies and strategies. Chicana/o studies scholar Genevieve Carpio and biochemist Neil Garg discuss their techniques for teaching large lecture classes at ucla. Historian Marcia Chatelain, who became famous inside and outside of academia with the creation of the #FergusonSyllabus following the 2014 police brutality protests in Ferguson, Missouri, gives us a deeper look into the pro­cess of creating a crowdsourced syllabus that very explic­itly speaks to con­temporary social issues and tensions. In the spirit of experimenting with format and reaping the benefits of social media, we include a crowdsourced piece from ten academics, sharing their favorite or most successful assignments that ­will hopefully provide inspiration for your own classrooms and syllabi. Counseling and higher education professor Laura M. Harrison addresses the debate of how much technology to allow in the classroom by explaining the benefits she believes her students derive from her laptop ban. On the other hand, in their discussion of promoting neurodiversity in the classroom, John Elder Robison and Karin Wulf explain the ways that digital devices can make classrooms more accessible to a greater range of students. Two contributions offer suggestions about how to support underrepresented students: Eladio Bobadilla speaks to the experiences of veterans and of undocumented students, while Antar Tichavakunda explains the phenomenon of microaggressions and how to diminish their impact. Fi­nally, four contributions discuss strategies for taking teaching outside the classroom. Lynn Stephen discusses how she and her co-­teacher engage students in a collaborative proj­ect of knowledge production by and for the local Latinx population. Kathryn Fox 68  part ii

and Keri Watson offer reflections from their respective experiences starting and ­running prison education programs. Fi­nally, anthropologist Charles Piot discusses the meaning and benefits of service-­learning opportunities, and how to successfully take one’s teaching skills abroad. Ser­vice in academia takes many forms, and we cannot deny that one’s identity can influence how much one is asked to perform. Younger scholars, ­women, and ­people of color are often expected to mentor more passionately and frequently, and to be more available and vis­i­ble in their departmental and university communities. The essays in this section offer advice about how to create realistic and healthy bound­aries around your time and energy. How do you determine when a ser­vice request deserves an unequivocal yes, or when it deserves a graceful but firm no? How do you even craft a graceful but firm no? What should you keep in mind when deciding if serving on a certain committee ­will ultimately serve you? Outside of your immediate campus environment, you w ­ ill be asked to evaluate your peers as a form of ser­vice. Joy Gaston Gayles and Bridget Turner Kelly draw from their experience mentoring across a diverse array of backgrounds. Sharon Holland dispenses much-­needed reminders about your visibility and impact as a reviewer, and what to be aware of when writing article or manuscript reviews, letters of recommendation, or tenure and promotion letters for ­others in your field. The editors offer a final list of questions to ask yourself when considering ­whether to accept an invitation to professional ser­vice.

The Trinity of Academic Life  69

10. Applying Successfully for Grants and Fellowships miroslava chávez- ­g arcía, luis alvarez, and ernesto chávez

In 2009, the three of us came together to provide some words of advice on how to apply successfully for grants and fellowships. We did so as a result of a recent stint reviewing applications for a national fellowship competition and realizing that many applicants strug­gled with the pro­cess. ­Whether it was composing a personal statement, identifying the significance of the major themes, or highlighting the contributions or intervention of their work in a larger body of scholarship, we knew many lacked the knowledge—­often gained through mentorship—to pull together a winning proposal. We then de­cided to draw upon our experiences, as applicants and reviewers, to compile a few words of wisdom in the Organ­ization of American Historians Newsletter.1 In response, we received warm praise for sharing our insights with ju­nior colleagues. ­Those insights, however, have become outdated, as we know that the application and review pro­cess is not static, especially with the veritable explosion of online resources facilitating—­and perhaps overwhelming us with—­opportunities to strike it big in our area of study. ­Here we provide an expanded update to our advice on why, where, and how to apply to grants and fellowships. Specifically, we address how to write personal, research, and proposed proj­ect statements as well as how to compose biblio­graphies. We also suggest what to consider before hitting “submit” and the larger end goal and point of this pro­cess.

Why Apply

Applying for grants and fellowship is a necessary skill as well as an expectation in academia. The pro­cesses and purposes are somewhat dif­fer­ent, however. Grants support specific research activities needed to carry out a larger proj­ect. For instance, if you need to travel to a research site to investigate a specific question related to your work, you would apply for a travel or research grant. T ­ hose grant applications almost always ask for a detailed bud­get. In most cases, you ­will need to contact your institution’s office of research (or equivalent) to have your bud­get and proposal approved. While ­doing so may seem like a bureaucratic delay, ­those offices review your proposed submission with an eye t­ oward strengthening the proposal. They often w ­ ill streamline your bud­get and prepare it along the lines of what is expected from a par­tic­u­lar sponsoring agent. Fellowships, in contrast, allocate funding that allows you to work on your proj­ect without having to teach or l­abor in another way to support yourself. Normally, fellowships are semester-­or year-­long packages and rarely, if ever, need to include a bud­get, though you ­will have to discuss how you ­will spend your time to achieve your stated goals. Arguably, managing your time wisely is one of the most challenging aspects of fellowships. We say more about this below. Applying for fellowships and grants gives you the opportunity not only to acquire financial support for your work but also to better recognize and articulate the purpose and significance of your research. Your application can inform your peers that your work is serious and significant to the field and academia more broadly (as reviewers are not always in your area of research but can be so compelled by your proposal that they believe your work merits support). Practically, fellowships and grants allow you the privilege of amassing data or an archive, enabling you to advance the analy­sis and writing of your findings. Grants and fellowships also bring added recognition in most academic fields and among colleagues and, if on the tenure track, work t­ oward promotion at all levels. A rec­ord of successful grants and fellowships contributes to your image as a fully engaged and active scholar, which, in turn, w ­ ill motivate other funding agencies to support you down the road. Many researchers, especially t­ hose in the social sciences and stem fields, apply for large grants (­those totaling $40,000 or more) to work collaboratively with other scholars and to support gradu­ate and undergraduate students as well as staff. Grants can enable the mentorship of young investigators; the compensation of underpaid administrative assistants, bud­get analysts, and grant writers; and exciting interdisciplinary, inter-­institutional proj­ects.

72  chávez-garcía, alvarez, and chávez

Where to Apply

Fortunately, ­today we have databases that allow you to search among hundreds, if not thousands, of funding possibilities. Among the most comprehensive is Pivot, a search engine of ProQuest that enables you to look for grants and fellowships as well as scholarships and awards across the globe, and to collaborate with other researchers who have subscribed to the database. Many, if not most, research-­based institutions subscribe to Pivot, and users can set up profiles delineating specific areas of interest and research, applicant level, funding type, funding sources, ­career goals, and other par­ameters. Many similar but more specialized databases exist, such as Gradu­ate and Postdoctoral Educational Support (grapes); H-­Net Humanities and Social Sciences; the Chronicle of Higher Education; Pathways to Science; Simons Foundation: Funding Opportunities in Math, Life Sciences, Physical Sciences, and Autism; and the National Science Foundation Newsletter subscription for stem and non-­s tem sources. You can also search specific foundations whose mandates include excellence through diversity and diversifying the professoriate. They include the Ford Foundation, American Association of University ­Women, Woodrow Wilson Foundation, American Council for Learned Socie­ties, Spencer Foundation, and Annie E. Casey Foundation, among o­ thers. To find opportunities in your area of research, join professional associations in your field, both nationally and internationally. Remember, many of t­hese have gradu­ate student and assistant professor level memberships, providing specialized funding opportunities. Most importantly, check with your campus’s office of research for more opportunities, as they are invested in your success. When you win, they win.

Before You Begin

Before you begin, try to obtain a previous year’s successful application or two. That application does not have to be for the specific funding agency to which you plan to apply, but it should be in a similar field or source of support. The sample or samples w ­ ill help you understand what a winning proposal looks like; zoom in on its language, organ­ization, and structure. While successful applicants make the pro­cess look easy, the real­ity is that strong proposals take time to cultivate and often evolve as the proj­ects develop, contract, and grow in dif­fer­ent ways. Give yourself at least a month, if not more, to pull together your submission, assuming that you already have a working proposal or prospectus in hand. If this is a completely new study, give yourself several months to outline and refine the themes, central questions, sources and methodology, preliminary findings, and significance to the field. An underdeveloped proposal Applying for Grants and Fellowships  73

­ ill signal to the reviewers that the proj­ect is in its infancy and likely not ­viable w in the time frame or approach suggested. As you flesh out your ideas, make the appropriate changes to the proposal, refining the innovative nature of your work, the main themes and arguments, research findings and approaches, theoretical frameworks, and timeline for completion. Pay attention to deadlines and requirements as well, as no two grant and fellowship applications are alike. A well-­thought-­out and thorough proposal is a winning proposal.

Getting Started

Once you have identified the grants and fellowships in your area of research and for which you are eligible to apply, read over the application requirements carefully. Use a calendar and work backward in setting deadlines for yourself. Ideally, you w ­ ill want to have a draft of the application ready at least two to three weeks or more in advance to provide it to ­those who are writing your letters of recommendation. Rest assured that each component of the application serves a purpose—­the applications ­were not designed to annoy. Rather, each part has been thought out and likely is meant for you to link your proj­ect with the interests of the funding organ­ization, and to facilitate the evaluation of your proj­ect. Your job is not to challenge or refute the requirements—­doing so w ­ ill likely lead to a rejected proposal. In the pro­cess, you need to take advantage of e­ very component of the application to demonstrate the strengths of your proj­ect, particularly the innovative nature of the study and ways in which it advances knowledge in a par­tic­u­lar field or area of scholarship. Avoid repetition as well. Spend time addressing each part of the application separately and treat them in­de­pen­dently. Think of the application as a puzzle with each piece offering an opportunity to convey the most significant aspects of your work. The sum of the parts should come together to form a bigger picture of who you are, what your proj­ect is about, and why it deserves support.

The Personal Statement or Perspective

Grant and fellowship organ­izations often ask you to provide a personal statement or perspective as part of your application. This is more than a brief autobiography. It is an opportunity for you to tell the funding agency more about yourself and how prepared you are to successfully complete your proposed proj­ect. Your task is to show how past experiences have equipped you to carry out the proposed proj­ect and contribute to the funding agency or organ­ization. 74  chávez-garcía, alvarez, and chávez

Take this charge seriously! Be sure to address your personal background, professional history, and accomplishments beyond the acad­emy. All can enhance your file and help make the case that you ­will be able to execute and complete your study in ways that w ­ ill intersect with the goals of the funding program. This means connecting the dots between your experience and what you are proposing to do. Be as clear as pos­si­ble about how your upbringing, previous education, and achievements position you to see your proj­ect through and propel the vision of the funding organ­ization. In the world of competitive grants, it is not always enough to be experienced and have a generative proposal. Your chances of being successfully funded are better when you can show how the two are linked. When writing your personal statement, be true to who you are and your unique perspective. Have confidence that the trajectory of your ­career has positioned you to make valuable contributions in research and writing, in your fields specifically and academia generally. The personal statement is your chance to show that you are the right person to do your proj­ect. While being confident in your ability and proj­ect is good and necessary, try to refrain from outright boasting about your accomplishments and ability to pull yourself out of difficult circumstances. Likewise, avoid portraying yourself as a victim, the “only” one studying a given subject, or someone whose proj­ect ­will “save the world.” Instead, take the time to discuss who or what organ­izations, programs, philosophies, or individuals supported you along your academic and professional journey. Share with reviewers who or what inspired you to ask the research questions that frame your work. Consider how challenges or obstacles have sharpened and strengthened your approach to your work. Describe how you have come to see the importance of your work. Demonstrate your commitment to diversifying the acad­emy by sharing specific examples—­whether positive or not—­from your own journey to this point in your ­career, and what you learned or gained. Explain how you plan to continue to engage o­ thers and promote the kinds of programs that enabled you to accomplish all that you have. Be mindful and respectful of t­hose who supported you, and be a responsible citizen who is cognizant of and grateful for what you have and what you plan to give back. Remember, ­those reviewing your application may not know anything ­else about you. Your personal statement is your chance to introduce yourself and help them understand why you should be among ­those offered a grant or fellowship.

Applying for Grants and Fellowships  75

Research Statement

Just like your personal statement, your statement of previous research can showcase how prepared you are to tackle and successfully complete your proposed proj­ect or plan of study. Use this section of your application to discuss the most significant proj­ects you have completed. If you are unsure, ask a trusted mentor, adviser, or peer. Avoid generating long lists of titles, sources you have consulted, or research trips you have taken. What is most impor­tant is your research pro­cess, your findings, and the skillset acquired. This is the place to convince reviewers that you have the experience, ability, and wherewithal to see your proj­ect through to the end. Use your past proj­ects to make your case! Discuss the form of your previous proj­ects, including unpublished writings, conference papers, journal articles, and books. Highlight your key arguments and the methods, theoretical frameworks, and narrative approaches that informed your finished product. Equally impor­tant, consider your past proj­ects as parts of a greater w ­ hole that paints a portrait of your approach to scholarship and larger body of work. While many of us conduct proj­ects that do not always directly feed into a larger proj­ect, your previous research can underscore skills you have refined and thinking you have done that may provide links, however small, with your newly proposed proj­ect. Just like your proposal itself, your statement of previous research can show reviewers you have what it takes to complete an innovative proj­ect. It summarizes your existing body of work, but also demonstrates that you know how to produce a finished product and can develop and follow a plan to get ­there. Depending on the nature of your past work, you might highlight several key ingredients that have made you successful. Emphasize your primary research questions, indicating the central thematic, theoretical, or historical prob­lems you addressed. Convey your main findings by accentuating your most impor­ tant arguments and answers to the questions you asked. Underline your interventions in existing lit­er­a­tures, taking care to chart how your original contributions moved the field rather than summarize what other scholars have said. Identify the methods and sources you used to complete your proj­ects and, if relevant, include significant archival or ethnographic experience that may shape your new proj­ect. If appropriate, do not hesitate to explain how inventive organ­ization or narrative pre­sen­ta­tion ­were instrumental to past proj­ects. Statements of previous research tend to lose themselves in detail or be too general. To avoid this, do what you would with any other essay. Be sure your main point is clear and evident throughout. Make an argument about how your previous research has positioned you to produce more innovative scholarship. This 76  chávez-garcía, alvarez, and chávez

is a chance to demonstrate your maturity, your investment in your field, and, more importantly, that you ­will continue to be a productive scholar.

Biblio­graphies

Some grant and fellowship committees ask you to compile concise biblio­ graphies of the most relevant sources for your proj­ect. The reasoning ­behind this component is that the bibliography w ­ ill display your awareness of both the lit­er­at­ ure related to your proj­ect and the relevant sources that ­will allow you to complete your study. Thus, the bibliography should be composed of secondary and primary sources, or the data you w ­ ill use. If you have been asked to pre­sent an annotated bibliography, be sure to summarize the individual entries by pinpointing not only the main argument, but also how it informs your proj­ect and moves, challenges, or reaffirms key debates in a par­tic­u­lar field. For the primary sources, the annotation should discuss how it ­will be utilized in your proj­ect and thus make clear that ­there are indeed sources that are accessible, that you are aware of them, and that they ­will allow you to complete your proj­ect.

Proposed Proj­ect

In On the Art of Writing Proposals, a dated but nevertheless indispensable guide, the Social Science Research Council reminds us that the first sentences are the most impor­tant component of an application ­because they have the ability to capture or lose the reader’s interest.2 We can attest that ­after many hours of reading proposals, many of which are unclear and uninspiring, we are left bleary-­eyed, bored, and starved for some excitement. Your goal is to develop a first sentence or paragraph that captures the reader in a compelling way. This can be done by opening with a story that encapsulates what your proj­ect is about, or a “bait” statement that shows where your study fits into the lit­er­a­ture in the field and how it ­will advance our knowledge of a given subject. W ­ hether you choose a creative way or a more traditional manner to seize the evaluators’ attention, make sure that your approach is clear, concise, and precise. Also ensure that your proposal is written in essay form and includes an introduction that conveys the proj­ect’s importance. Provide a thesis statement (preferably at the end of the first paragraph) that charts out the study’s major contours, your main argument or findings, and, perhaps, suggests your methodological approach and other innovations in your work. Many times, a­ fter reading an application, we had no idea what the proj­ect was about. Letters of recommendation often do a better job of explaining the proj­ect, especially ­those of emerging or early ­career Applying for Grants and Fellowships  77

scholars. However, leaving it up to your letter writers to do your job sends a message to the reviewers that you are not quite sure about what you want to do. More importantly, it conveys that you are not equipped (at the pre­sent moment) to carry out the study. Beyond the first paragraph, the proj­ect proposal should provide a significant discussion of the main argument and your study’s contribution to the field(s). You should also point out the main themes and questions being asked, the theoretical framework and methodology, sources you ­will utilize, the proj­ect’s scholarly contribution, and how the proj­ect ­will be manifested (via chapters or sections). If required, a timeline to completion should also be prepared. When crafting this calendar, you want to be realistic and provide a month-­to-­month projection of the work you w ­ ill do during the fellowship or grant tenure. If you do not think you ­will finish in the time required, do not say you w ­ ill be able to do so ­because the reader ­will know—­based on the quality of the proposal—­whether the proj­ect is feasible in the time projected. Address questions such as: What is the significance of the proj­ect? What is your contribution to the field and general knowledge? What ­will we learn that we do not already know? In other words, why is the work impor­tant? Do not assume that the reviewers—or anyone ­else for that ­matter—­know that your proj­ect is impor­tant. You need to convince them of that fact. One of the more difficult aspects of grant and fellowship applications is that they essentially ask you to convey clearly formed arguments and descriptions about work that you have yet to complete. This is a challenging task, but one that is made im­mensely easier if you are aware of the constitutive ele­ments that need to be addressed in your proposal. Moreover, it forces you to take a stand on your work.

Before Pressing “Submit”

Before you submit the application, bud­get the time to send out the completed application to mentors, peers, and other colleagues for feedback. When seeking readers, choose ­those you trust and know ­will be honest and offer constructive criticism. If you are unclear about the instructions of the application or any aspects, do not hesitate to call or email the fellowship or grant office and speak to relevant staff. Reach out to scholars you know who have received funding from the source you are applying to and ask, as noted e­ arlier, if you could perhaps view their application packet. Successful proposals are most often ­those that have been read by several ­people ahead of time to provide comments, suggestions, and clarity in overall pre­sen­ta­tion. Lastly, proofread using a hard copy that you can write on. Sometimes it helps to read the document backward so that your 78  chávez-garcía, alvarez, and chávez

mind does not recognize the words in context and can spot misspellings. Reading it aloud also helps tremendously and allows you to look for inconsistencies in sentences and meaning. Typos and contradictions instantly turn off the reviewers.

Final Bit of Advice

The most impor­tant ­thing to remember is that although applications for funding are time-­consuming, they are part of the academic experience and more than pay for themselves if and when you get a grant or fellowship. Also, once you write one fellowship or grant proposal, it is easier to write another. It only takes one grant or fellowship for you to have the opportunity to continue your research and writing without having to hustle multiple jobs or responsibilities to make ends meet. Receiving support from a competitive source also looks good on your resume, and evaluators ­will take notice. In short, one grant or fellowship begets more grants or fellowships. Given all the benefits that w ­ ill come with receiving a grant or fellowship, submitting an application is time well spent. Lastly, when it comes to seeking grants or fellowships, we encourage you to start early and apply often. Good luck!

Resources

­ hese resources w T ­ ere generously provided by ucsb Gradu­ate Student Resource Center with the help of Noreen Balos, Funding Peer. T ­ hese are only samples of the resources available. You may contact Miroslava Chávez-­García (mchavezgarcia@history​.­ucsb​.­edu), Ernesto Chávez (echavez@utep​.­edu), or Luis Alvarez (luisalvarez@ucsd​.­edu) for more advice. funding databases Cornell Fellowship Database: https://­gradschool​.­cornell​.e­ du​/f­ ellowships Duke Research Funding Database: https://­researchfunding​.­duke​.­edu nsf Funding for Gradu­ate Students: https://­www​.­nsf​.­gov​/­funding​/­index​ .­jsp Oak Ridge Institute for Science and Education (orise) (internships, fellowships, and research experiences): https://­orise​.­orau​.­gov​/­stem​ /­internships​-­fellowships​-­research​-o­ pportunities​/i­ ndex​.­html Pivot: https://about.proquest.com/products-services/Pivot.html The Scholarship Connection, uc Berkeley: http://­scholarships​.­berkeley​ .­edu Applying for Grants and Fellowships  79

ucla grapes (Gradu­ate and Postdoctoral Extramural Support): https://­ grad​.u ­ cla​.e­ du​/­funding/ University of Chicago Fellowship Database: http://­grad​.­uchicago​.e­ du​ /­fellowships​/f­ ellowship​-­database University of Illinois Urbana-­Champaign Fellowship Database: https://­ www​.­grad​.­illinois​.­edu​/­fellowship/ listservs for funding or by field American Association of University ­Women: http://­www​.­aauw​.o­ rg American Council for Learned Socie­ties, Advancing the Humanities: http://­www​.­acls​.­org/ Annie E. Casey Foundation: http://­www​.a­ ecf​.­org/ Ford Foundation Fellowship Program: http://­sites​.­nationalacademies​ .­org​/p­ ga​/­fordfellowships​/­index​.­htm grapes “Grad Fellowships-­L List Subscription”: https://­grad​.­ucla​.­edu​ /­funding​/­financial-­aid/gradfellowships-­ l-­list-­subscription/ H-­Net Humanities and Social Sciences online: https://­networks​.­h​-­net​ .­org Interdisciplinary Humanities Center Funding Opportunities: http://­ www​.­ihc​.u ­ csb​.­edu​/­about​-­research​-d­ evelopment/ nsf Newsletter Subscription (stem and non-­s tem): https://­service​ .­govdelivery​.­com​/a­ ccounts​/­USNSF​/­subscriber​/­new​?­qsp​=8­ 23 Pathways to Science Funding and Research Opportunities: http://­www​ .­pathwaystoscience​.o­ rg​/i­ ndex​.­aspx Simons Foundation: Funding Opportunities in Math, Life Sciences, Physical Sciences, and Autism: https://­www​.­simonsfoundation​.­org​ /­funding​/­funding​-o­ pportunities/ Spencer Foundation: https://­www​.­spencer​.­org/ Woodrow Wilson National Fellowship Foundation: https://­woodrow​ .­org/ summer opportunities Brooklyn College Summer Research Opportunities Database: http://­ www​.­brooklyn​.c­ uny​.e­ du​/­web​/­academics​/c­ enters​/­magner​/­students​ /­research​.p­ hp National Institute of Health (nih) Summer Research Opportunities: https://­www​.­training​.­nih​.­gov​/­programs​/s­ ip Pathways to Science Summer Research Database Search (stem and non-­s tem) (also includes non-­s tem opportunities, searchable 80  chávez-garcía, alvarez, and chávez

by theme: social sciences, business, arts & media, or all general programs): http://­www​.­pathwaystoscience​.­org​/­programs​.­aspx​ ?­descriptorhub​=S­ ummerResearch​_­Summer%20Research%%20 20Opportunity Rand Corporation Gradu­ate Student Summer Associate Program: http://­ www​.­rand​.­org​/­about​/­edu​_­op​/­fellowships​/­gsap​.­html Stanford Fellowships, Internships, and Ser­vice Programs Database: https://­haas​.­stanford​.­edu​/­students​/­cardinal​-­careers​/­fisp University of Illinois Fellowship Finder: https://­www​.­grad​.­illinois​.­edu​ /­fellowship/

notes 1. Miroslava Chávez-­García, Luis Alvarez, and Ernesto Chávez, “Preparing a Successful Grant or Fellowship Application,” Organ­ization of American Historians Newsletter 37.3 (2009): 7, 14. 2. Adam Przeworski and Frank Salomon, On the Art of Writing Proposals: Some Candid Suggestions for Applicants to Social Science Research Council Competitions (1988; New York: Social Science Research Council, 1995), https://­www​.­ssrc​.­org​/­publications​/­view​/­7A9CB4​ F4​-­815F​-­DE11​-­BD80​-­001CC477EC70​/­.

Applying for Grants and Fellowships  81

11. The Modern Research Library david hansen and deborah jakubs

It is undeniable that research libraries are undergoing dramatic change. The impact of new and constantly evolving technologies on library collections and ser­vices, while not unanticipated, has brought about a transformation in both the kind of resources offered and the relationship of the library to its users. The availability of new formats has also transformed teaching and research. It is common to read about “the changing nature of research libraries in the information age,” and yet the library’s traditional role has endured, albeit within an environment that is very much in flux. The modern library still fulfills its established role by providing materials for research, teaching, and study, but it does so in very dif­fer­ent ways and has assumed impor­tant new functions as well. This is especially true across five impor­tant areas of the changing scholarly information landscape: (1) library collections (both general and special); (2) scholarly communications and publishing; (3) digital infrastructure; (4) digital scholarship; and (5) teaching. This chapter aims to help new faculty learn how, across ­these areas of support, they and their libraries can (and already do, at many institutions) form close partnerships to significantly advance research and teaching. The modern library is a dynamic organ­ization at the heart of the learning pro­cess within the university, and librarians are increasingly active partners with faculty in the academic enterprise. Research libraries t­ oday spend a significant—­and growing—­proportion of their collection funds on the intangible: access to electronic databases, online journals, and e-­books. In effect,

libraries are “renting” ­these resources. New ser­vice models target user needs, and librarians have come out from b­ ehind that once-­forbidding reference desk to be increasingly active partners with faculty. Technology has made research and teaching easier in some ways, but more difficult in ­others. With so much information available, it is more impor­tant than ever that students and faculty learn to discriminate, to pick and choose, to analyze, and to select carefully. Technology has decentralized many library functions, making it unnecessary to set foot in a library building, but the array of resources can be overwhelming, and users of ­these resources need guidance. Librarians are essential not only to provide a general introduction to collections and ser­vices, an orientation to the lit­er­a­ture of a par­tic­u­lar field, or a specialized session on a certain research topic, but also to help students learn how to be careful and discerning in their work with websites, databases, blogs, and other online sources. ­These new roles for research libraries do not come without a price. Striking the balance between conducting traditional collection development, for example, and moving decisively into the digital era, pre­sents a challenge to libraries. Supporting the needs of all disciplines—­those that rely on print materials, or rare books, or film and video, or foreign-­language resources, as well as ­those whose lit­er­a­ture is mostly or completely online—­all within a finite bud­get, is one of the most significant tightrope acts that research libraries must perform. The array of databases and other digital resources available is dazzling, and ­these costs, and their often inexplicably and outrageously large annual increases, must be factored into the larger equation of library bud­gets. At the same time, library bud­gets have, on average across the United States, shrunk as a percentage of total university spending. Faculty can be effective allies in advocating for increased library funding. What do ­these changes and challenges mean to you as a new faculty member? As a gradu­ate student, you developed a special relationship to the library where you conducted your own research, in the institution where you wrote your dissertation, worked as a teaching assistant, designed your courses. That was most likely an intense relationship, based on your broad and deep knowledge of the library’s book and journal collection in your specific field of research, perhaps the primary sources available to you in the special collections department, as well as your discovery of digital resources relevant to your own work. The odds are that you gave very l­ ittle thought to how t­ hose materials got to the library, or how the librarians made decisions about resource allocation. As a faculty member, you may have the same relationship to the collections that you had previously, but you also have responsibilities with regard to the library. You ­will have the opportunity to learn more about the internal workings of the The Modern Research Library  83

library, to advocate for the library on campus and beyond, to understand the bud­get pro­cess and the tensions when trade-­offs are necessary, and perhaps to advise on decisions about resources. Library administrators ­will welcome your active participation in determining how the library can best meet your needs and ­those of your students, and how to set priorities amid a climate of practically constant change.

Collections: The Foundation of Libraries

For the 120-­plus libraries of the Association of Research Libraries (arl), deep and broad historical collections, including rare books and primary resources, are central. T ­ hese collections w ­ ere developed over the years through vari­ous means: the efforts of librarians and faculty; as gifts and exchanges; and through subscriptions and standing o­ rders for books by certain publishers or on par­ tic­u­lar topics. Subject specialist librarians, basing their decisions on explicit or implicit collection policies, purchased ­those materials they considered to be of importance to the research and teaching of the university, in the pro­cess building especially strong collections in certain areas. Faculty returning from research trips abroad often donated their books to their university library, or made contacts with organ­izations that contributed materials. Many of the resulting collections are the richest and deepest in the world, and reflect the intellectual interests of the faculty of a given institution at a par­tic­u­lar time. Gifts of books and journals have also contributed to the creation of strong library collections, as have materials received on exchange from research institutes or universities around the world. That was the print environment. With the shift to electronic formats and the integration of multimedia into teaching, the definition of “collection” has changed dramatically. Internet resources, along with the proliferation of databases, online journals, and e-­books, have transformed the collection development function in libraries. Beyond call numbers for print books, the library’s online cata­log connects the user to thousands of links to e-­books and other digital resources that are licensed, not owned. “I never use the library anymore,” quips one faculty member in the physical sciences. What they mean is that they never go into the library to check out books. But as they read e-­journal articles at their desk, or check facts in a database from their lab, they are, in fact, using “the library,” since ­those resources are acquired—or rather access to them is contracted—by the library. For professors in Classics, the bound journal collection is their bread and butter and their carrel in the stacks is their lab. For geologists, the digital map collection is 84  david hansen and deborah jakubs

critical to research, the library’s gis experts are their partners, and they tailor their assignments so that students w ­ ill develop a familiarity with t­ hose resources. Historians of South Asia depend on the British Parliamentary Papers for their work. Slave diaries in the special collections department form the focus of a colonial US history class. A database containing the publications of nongovernmental organ­izations (ngos) offers information on the public health aspects of aids in Africa. A website that gathers and preserves the web pages of Latin American po­liti­cal candidates, hosted by a university with a strong Latin American studies program, serves as an impor­tant resource for students in a po­liti­cal science class. A collection of Chinese videos supports both a language class and a course on popu­lar culture. The list goes on and on; the array of formats has changed dramatically, and the sheer volume of information to which the library serves as a gateway has grown exponentially. Research and teaching are increasingly interdisciplinary. The library has multiple user communities, each with distinctive needs. Nowhere is this effect more apparent than in the area of online journals. As new areas of inquiry develop, they spawn other journals. In a phenomenon known as “twigging,” new journals take on more and more specific emphases as subfields emerge and scholars specialize further. As if the rise in the number and diversity of journals ­were not enough of a new variable for libraries, the costs of online journals have increased from exorbitant to outrageous, particularly in the stem fields. What is often not apparent to library users is the fact that the individual subscription rate is considerably lower than the institutional rate. Libraries are, on average, charged a subscription fee that is ten times higher than what individual subscribers pay. It is not unusual for a subscription to a single scholarly stem journal to cost libraries in the range of $10,000 to $20,000 per year.

Distinctive Collections: The Value and Versatility of Primary Materials

Special collections—­the rare books and primary documents that are truly distinctive and often unique—­are what most differentiate research libraries from one another. Once restricted to on-­site use, requiring travel to the holding institution, ­these collections have been gaining visibility and use through libraries’ digitization programs, which have greatly expanded access, not only for scholars around the world but also for the general public and even K–12 students and their teachers, who may discover online a useful resource connected to their curriculum. Thus, ambitious digitization efforts have greatly extended the reach of libraries and enabled scholarship much more broadly than was previously The Modern Research Library  85

pos­si­ble. Depending on your discipline and field of interest, the rare book and manuscript collections at your home institution, in combination with digitized special collections that are ­housed elsewhere, may be impor­tant research materials for you. That said, as technology has become more pervasive, and communication and learning platforms encourage increasingly virtual and intangible engagement, students—­particularly undergraduates—­are more and more drawn to primary documents in their original format. Accustomed to conducting their work through electronic means, students find rare materials to be novel and often particularly moving as concrete manifestations of historical events, works of lit­er­a­ture, and even data. Libraries’ special collections are seeing an upsurge in interest in primary research among undergraduates. Librarians and archivists work closely with faculty to identify collections of primary materials that can illustrate or embellish on the lessons of a course. In some cases, a particularly rich archive may serve as the basis for an entire course, offering opportunities for students to take a “deep dive” into the documents for research papers, pre­ sen­ta­tions, or curated exhibits. ­These collections are not ­limited to humanists; they can offer remarkably rich curricular components in a wide variety of fields.

The Transformation of Scholarly Communications

New faculty face an incredible number of options for publishing their research. The internet has fostered the ability to quickly and easily transmit scholarship to colleagues, collaborate with partners at other institutions around the world, and engage with new audiences to expand the reach and impact of research. But the scholarly publishing system also ­faces significant challenges. One of the more significant challenges is money. Scholarly publishing is big business. It’s not uncommon for a large research library to pay out multi-million-­ dollar annual subscription contracts, much of which goes to five large publishers. ­Those five publishers have grown as the result of industry consolidation, which accelerated rapidly over the last few de­cades, particularly in the stem fields. A recent study by Larivière et al. (2015) examines this phenomenon, showing that consolidation has left certain fields with a par­tic­ul­ ar lack of alternatives. Clinical medicine, for example, went from fewer than 20 ­percent of all articles in that field published by the big five publishers in the early 1970s to over 60 ­percent of all articles in that field published by the big five publishers in 2013. Other fields show similar consolidation, including chemistry (around 70 ­percent of all chemistry articles in 2013 ­were published by the big five publishers), earth and space (around 50 ­percent), and mathe­matics (around 50 ­percent). This 86  david hansen and deborah jakubs

means that universities and the libraries that serve them have few choices but to purchase access from publishers with dominant market positions. Unsurprisingly, as the industry has consolidated, we have witnessed dramatic publisher profits. For example, Elsevier, one of the largest publishers, recently reported annual operating profits nearing $1 billion, on margins of nearly 40 ­percent. The other big publishers report similar figures. Taken together, ­those figures represent several billions of dollars leaving college and university bud­gets each year. While commercial publishers understandably seek a return on their investment, the sheer amount of money flowing out of the research system and into corporate profits does not align well with academic priorities. It means fewer resources for faculty positions, postdocs, labs, librarians, and a ­whole host of other needs that are at the core of the research enterprise. A closely related challenge is in how published scholarship is made available to readers. Although the internet enables global, low-­cost access to research, most scholarship is accessible only b­ ehind a paywall at prices beyond what most readers can afford. The big five publishers have embraced and promoted this system, though t­here are some significant changes afoot. Nonprofit publishers such as Public Library of Science (PLoS) have pioneered an open-­access model that covers publishing costs with article pro­cessing charges (apcs) that are billed to authors, enabling the journal to distribute articles online for f­ree (termed “gold” open access). The open-­access apc model has proven v­ iable enough that commercial publishers have begun to adopt it for some of their journals. Although other open-­access business models exist, the apc model has become one of the more significant. But it is not a panacea; apcs raise their own risks. When apcs are high (which they are for most commercial publishers who have engaged in open-­access publishing), researchers may be trading an “access to research” prob­lem with an “access to funds to publish” prob­lem. Depending on the publisher and journal, apcs can vary significantly, from a small fee of $50 to over $5,000 per article. Average costs for major publishers are around $1,500, which for many researchers can still represent a significant barrier. The proliferation of publishing options, especially for articles, has also raised the challenge of how to evaluate scholarship. Promotion and tenure committees, now faced with candidates whose scholarship is published across a diverse range of journals, have looked to metrics to help understand the impact and importance of that scholarship. Unfortunately, the most commonly used tool, the Impact ­Factor, is also among the crudest and least well-­suited for the task. The Modern Research Library  87

Originally developed in the 1960s to determine which journals to include in the Science Citation Index, the Impact F ­ actor has emerged as an impor­tant (though incomplete) metric for evaluation across a broad range of scholarship. Impact ­Factor is essentially the mea­sure­ment of the average number of citations per article in a given journal over a given period of time. While still helpful to understand long-­term trends in citation patterns across journals, the impact ­factor can say almost nothing about an individual article. Much more precise and revealing metrics are available ­today. The availability of ­these tools is reflected in recent calls for changes in how funding agencies and academic institutions go about evaluation. In December 2012, a prominent group of editors and publishers of scholarly journals released the San Francisco Declaration on Research Assessment (dora), which makes several recommendations, the core being that scholarship should not be evaluated using journal-­based metrics, but rather should consider a “broad range of impact mea­sures including qualitative indicators of research impact, such as influence on policy and practice.” As of January 2020, dora had been endorsed by eigh­teen hundred organ­izations, including several major universities, as well as more than fifteen thousand individual researchers. The field of metrics and tools used to provide article-­level impact assessment is fast developing. Among t­ hose currently in use are standard citation indexes such as Web of Science and Scopus, though new entrants are now emerging in the field, including Digital Science’s “Dimensions,” and even Google Scholar. In addition, tools to expand the universe of potential impact assessment are now in common use. Altmetric, a tool also owned by Digital Science, tracks references to scholarly outputs across the web, including in public spaces such as on Wikipedia and social media, as well as across more serious citations in government and ngo reports. Fi­nally, infrastructure control is perhaps the most significant challenge for the ­future of scholarly publishing. While the act of publishing itself involves a relatively discrete and distributed set of technologies, the pro­cess of knowledge discovery, production, dissemination, and evaluation involves a large and disparate set of tools. Just as publishers have horizontally consolidated by acquiring journals, they have also begun to vertically consolidate by acquiring a variety of systems that manage data and content, including every­thing from grant administration to article submission, publication, and evaluation. For example, researchers from the University of Toronto–­based proj­ect the Knowledge Gap, Posada and Chen (2017), have documented how just one publisher, Elsevier, has created or acquired over the last de­cade or so major pieces of the knowledge production infrastructure. This includes every­thing from basic research 88  david hansen and deborah jakubs

discovery platforms such as Scopus and ScienceDirect, to funding, methods, and data collection tools such as SciVal and Hivebench, through to distribution via platforms such as bepress and ssrn, and into research evaluation through tools such as Pure, SciVal, and Scopus. While we are only just beginning to experience the effects of this vertical integration, it has already raised some difficult questions. Conflict of interest is a major one: can one organ­ization be trusted to both produce content and evaluate its significance and impact? Vendor lock-in and data portability is another real concern. Once a researcher has begun with a given set of tools, how feasible is it to move that research out and onto another publisher’s technology ecosystem? Ultimately, ­these questions devolve into some basic concerns about academic freedom. While journal publishing has firmly established norms and codes of ethics to support academic freedom, it remains unclear how other parts of a corporate-­owned knowledge production system w ­ ill re­spect ­those values. So how do libraries fit into all this? Aside from the self-­interest in controlling journal subscription rates, for the most part librarians have found corporate publishers’ massive profits and accompanying business models antithetical to libraries, and their universities’ core mission of promoting access to knowledge. In response, libraries have actively supported faculty in their efforts to push back, both on campus and off. Since 2012, more than seventeen thousand scholars have publicly signed on to a boycott ­under the banner of a website titled “The Cost of Knowledge,” agreeing not to author, referee, or do editorial work for Elsevier-­published journals to protest their business practices, including their high prices. Libraries have loudly amplified t­hose objections to congressional representatives, campus administrators, and research funders. As a result, many federal agencies have now implemented open-­access requirements for funded research, requiring that published research be made available for ­free online twelve months or less a­ fter initial publication. Funders such as the Wellcome Trust and the Bill and Melinda Gates Foundation have gone a step further by investing in alternative publishing arrangements that would cut out or minimize commercial publisher involvement. On campus, libraries have been active partners with faculty in developing campus open-­access policies to ensure that faculty research is widely accessible. In the United States ­these policies have commonly followed the “Harvard Model,” preserving a preexisting license in all faculty-­authored journal articles so that no ­matter the bargaining power between the author and the journal, the right to post a copy of the article online for ­free is always preserved. Working with individual faculty, many libraries now also employ in-­house scholarly communication experts who can consult with authors on publishing The Modern Research Library  89

contracts, options for online distribution, and tools to maximize and track the reach and impact of scholarship. Libraries have also taken on management of open-­access funds, which have primarily been directed at supporting individual faculty who need assistance to pay for apcs in open-access journals. Some have recently expanded to also support open-­access monographs published by university presses. For new faculty, the key takeaway is that the scholarly communication system is complex and evolving, and that it is driven in part by business concerns that have nothing to do with the integrity of the scholarly rec­ord, research ethics, or the dissemination of ideas. Faculty are at the core of the system, however, and have considerable power to make changes. Faculty have, in libraries, willing partners to help amplify that message and achieve changes that more closely align the publishing system with academic and research priorities.

Digital Infrastructure

Since the early 1990s, the digitization of scholarly resources has been a driving force in the transformation of library ser­vices and of the scholarly enterprise itself. Virtually e­ very research library in North Amer­i­ca has undertaken digitization proj­ects over the past de­cade, although the scale, complexity, and long-­ term viability of ­these proj­ects vary significantly. Some of the largest proj­ects, such as the Google Book and HathiTrust proj­ects,1 which involved the University of Michigan, Stanford, the University of California, and ­others, have been transformational in opening up online access to millions of volumes of works. Libraries are challenged not only to build and maintain large-­scale digitization ser­vices, but to take actions necessary to sustain their digital assets over the long term and migrate them to formats and systems of continued relevance for modern researchers. There is a diverse set of technology pressure points for supporting knowledge discovery, production, and dissemination. In contrast to the commercially owned digital infrastructure, libraries have been active in software development and implementation in an effort to offer open, alternative platforms on which researchers can create and share knowledge. Early digital archive efforts focused on making available via the Web electronic versions of t­ heses and dissertations or preprint articles in a few scientific fields. ­Those efforts have flourished, resulting in a large number of software options for both institution-­specific repositories of scholarship and subject-­based repositories, such as ArXiv (physics, math, computer science, and other fields) and HumArXiv (humanities), along with broader alternatives such as t­hose 90  david hansen and deborah jakubs

hosted by the Open Science Foundation. Driven in part by campus open-­access policies as well as by library and faculty pressure on publishers to open up their standard publishing contracts, ­those repositories now host millions of scholarly works for ­free distribution online. The Directory of Open Access Repositories (Open doar) now lists nearly 4,000 such platforms, many of which feed scholarship directly into discovery tools such as Google Scholar, which has contributed to broad dissemination and readership.2 A second and emerging area of library support is in hosting not just the final research products, but also the data under­lying the research. To ensure research integrity and fuel reproducibility, many funders and journals now require researchers to share the data under­lying their work. Libraries have collaborated closely with repositories such as DataDryad, which integrates directly with publishers. Many libraries have built their own infrastructure to support local faculty needs, which in many cases involves the hosting and preservation of large and complex data sets. Beyond the technical support, some libraries offer consulting ser­vices for faculty to help them navigate funder data management plan requirements, data formatting and structuring, and deposit.

Supporting New Forms of Scholarship

Closely related to the digital infrastructure support, libraries have become active partners with faculty who seek to conduct and disseminate their research in new forms of scholarship, particularly in the area of the digital humanities. ­There are new opportunities to use computational analy­sis, software integration, and online research portals to help make scholarship more interactive, deep, and understandable to broader audiences. ­These opportunities have increasingly driven faculty to take on such proj­ects, and libraries to develop suites of ser­vices, to support both technology needs and the proj­ect management, organ­ization, and planning needed to produce digital scholarship. When digital scholarship proj­ects first emerged in the 1990s,3 the technical and practical barriers ­were high. Devoting resources to ­these proj­ects was viewed as risky; presses d­ idn’t publish them, and t­here ­were no real ave­nues for peer review. The technology was so rapidly changing that neither libraries nor anyone ­else knew how to preserve them for the long term. T ­ oday, digital humanities proj­ects are still somewhat experimental and risky, but support for them has become more robust. Many libraries support web-­publishing tools such as Omeka and Scalar, data-­mining and text-­analysis tools that facilitate text encoding and comparison, and offer trainings and consultation for both faculty and their gradu­ate students to evaluate, plan out, and run a digital proj­ect. The Modern Research Library  91

University presses are now beginning to experiment with publishing ­these proj­ects—­Stanford University Press recently published Enchanting the Desert, a first-­of-­its-­kind digital proj­ect with author Nicholas Bauch—­and libraries are increasingly looking to collaborate with them. Not e­ very library everywhere is equipped to address all the challenges posed by digital scholarship, but many are in a position to help faculty get started on ­these types of proj­ects.

Partners in Teaching

As a new faculty member, you ­will find librarians to be creative and willing partners in the pro­cess of educating your students. Beyond the more informal and spontaneous interactions between students and librarians at the ser­vice desk, or through online “chat” reference, t­ here are opportunities to engage library subject specialists for in-­class sessions to focus on research methods and the specific resources on a topic. Some libraries offer more formal instruction programs that address information literacy, plagiarism, and critical thinking, among other topics. ­These sessions may or may not be required, and ­will orient students to the library, its collections, and its ser­vices. They w ­ ill teach students how to evaluate websites for accuracy and to identify bias and “fake news,” how to determine the comparative advantages of print and electronic sources, how to cite references, and how to incorporate, when appropriate, primary materials into their papers and pre­sen­ta­tions. Librarians and archivists can contribute in multiple ways to the learning pro­cess and are valuable partners with faculty. In addition to generalist instruction librarians, most college and university libraries have expert staff with deep subject or international/area studies or language expertise. Other specialists in data analy­sis and management, visualization, digital humanities, instructional technology, and other areas may also be available to you as partners in designing your courses, assisting students with assignments, and ensuring that you have the collections resources you need.

Conclusion

Expanded partnerships between faculty and the library in a variety of arenas bring not just new intellectual challenges, but broad benefits to scholarship and to research institutions. For example, as more faculty become familiar with and concerned about the alarming rise in the costs of stem journals and the resulting crisis in scholarly communication, they enter the fray as strong, articulate advocates for new publishing models and adequate funding for library collections. As librarians engage more actively in teaching—­whether it is through 92  david hansen and deborah jakubs

formal library instruction programs or team-­teaching with faculty—­students and faculty alike acquire new skills in information retrieval and research methods. Technology in support of teaching and learning depends on new collaborative relationships. For a new faculty member, this is a time of change, challenge, and experimentation in research libraries. You ­will undoubtedly be part of the transformation that is underway, and you ­will find willing partners in librarians.

notes © 2018 Deborah Jakubs and David Hansen. This work is licensed for reuse u ­ nder a Creative Commons Attribution 4.0 International License, https://­creativecommons​.­org​ /­licenses​/­by​/­4​.­0​/­. 1. Google is estimated to have digitized some 30 million volumes. Most of t­ hose scans ­were made from the collections of research libraries, which in turn together created their own digital library, HathiTrust, which is tailored to academic researchers’ needs. See https://­www​.­hathitrust​.­org​/­. While the majority of ­those scanned books are not available to users in full-­text due to copyright restrictions, both digitization initiatives have greatly improved research use of collections by enabling text searchability, access for blind and print-­disabled users, and preservation access for books whose physical copies are deteriorating. 2. Some good examples from US institutions are Duke University Libraries, DukeSpace; Harvard Library, Office for Scholarly Communication, dash; and University of California, eScholarship. 3. A good example is Ayers, Valley of the Shadow. Some exemplars of more modern proj­ects include papyri​.­info (papyrological focused), ProjectVox (https://­projectvox​ .­org/ [accessed April 2, 2020]; online community highlighting the work of early modern ­women phi­los­o­phers), Hypercities (www​.­hypercities​.­com [accessed April 2, 2020]; thick mapping in the digital humanities), Southern Spaces (https://­southernspaces​.­org [accessed April 2, 2020]; online journal focused on real and i­ magined places in the US South).

works cited Association of Research Libraries. http://­www​.­arl​.­org. Ayers, Edward L. The Valley of the Shadow: Two Communities in the American Civil War. 1993–2007. http://­valley​.­lib​.­virginia​.­edu​/­. Bauch, Nicholas. Enchanting the Desert. Stanford, CA: Stanford University Press, 2016. http://­www​.­enchantingthedesert​.­com​/­home​/­. Buranyi, Stephen. “Is the Staggeringly Profitable Business of Scientific Publishing Bad for Science?” The Guardian, June 27, 2017. Duke University Libraries. DukeSpace: Scholarship by Duke Authors. Accessed April 2, 2020. https://­dukespace​.­lib​.­duke​.­edu​/­dspace​/­. The Modern Research Library  93

Freeman, Geoffrey T. “The Library as Place: Changes in Learning Patterns, Collections, Technology, and Use.” In Library as Place: Rethinking Roles, Rethinking Space. Washington, D.C.: Council on Library and Information Resources, 2005. http://­www​.c­ lir​.­org​ /­pubs​/a­ bstract​/­pub129abst​.­html. Harvard Library, Office for Scholarly Communication. dash: Digital Access to Scholarship at Harvard. Accessed April 2, 2020. https://­dash​.­harvard​.e­ du​/­. Larivière, Vincent, Stefanie Haustein, and Philippe Mongeon. “The Oligopoly of Academic Publishers in the Digital Era.” PLoS one 10(6): e0127502 (2015). https://­doi​.­org​ /­10​.­1371​/­journal​.­pone​.­0127502. Maxwell, John W., Alessandra Bordini, and Katie Shamash. “Reassembling Scholarly Communications: An Evaluation of the Andrew W. Mellon Foundation’s Monograph Initiative (Final Report, May 2016).” Journal of Electronic Publishing 20.1 (2017). https://­doi​.­org​/­http://­dx​.­doi​.o­ rg​/­10​.3­ 998​/­3336451​.­0020​.­101. Posada, Alejandro, and George Chen. “Preliminary Findings: Rent Seeking by Elsevier.” The Knowledge Gap: Geopolitics of Academic Production. 2017. http://­knowledgegap​.­org​ /­index​.­php​/­sub​-­projects​/­rent​-­seeking​-­and​-­financialization​-­of​-­the​-­academic​-­publishing​ -­industry​/p­ reliminary​-­findings​/­. “San Francisco Declaration on Research Assessment.” Accessed January 27, 2020. https://­sfdora​.­org​/­read​/­. University of California. eScholarship: Open Access Publications from the University of California. Accessed April 2, 2020. https://­escholarship​.­org​/­.

94  david hansen and deborah jakubs

12. Suggestions for Alleviating IRB Angst james e. sutton

The Office for H ­ uman Research Protections (ohrp) within the US federal government mandates that academic institutions have an Institutional Review Board (irb). ­These irbs are charged with protecting the rights and welfare of h ­ uman subjects who participate in research, and they ensure that research involving ­human subjects complies with ethical princi­ples and relevant local, state, and federal laws. Before research involving h ­ uman subjects can be carried out, it must first undergo an irb review and receive approval. Submitting a proposal to the irb evokes universal angst amongst researchers within academic settings. I have experienced irb-­induced anxiety when embarking on my own research, so I am empathetic t­ oward other researchers. At the same time, however, I have also gained a better appreciation for the irb pro­cess from being an irb member and serving as my institution’s current irb chair. In the following paragraphs, I share some practical insights with the goal of increasing the odds that o­ thers ­will have favorable encounters with the irb when ­doing research with ­human subjects. Rather than generating an exhaustive list of technical tips, I instead offer some general suggestions and commentary on a handful of themes that are often taken for granted or simply overlooked.

Regulations, Procedures, and Ethical Princi­ples

When planning a new study, my first suggestion is to become well versed in the formal regulations and procedures that are associated with irbs. Aside from the irb webpages that most academic institutions have put together for their

constituents, ­there are a number of helpful governmental resources that are easily accessible online. In par­tic­u­lar, I would begin by reading the Belmont Report, which was prepared in 1978 by the National Commission for the Protection of ­Human Subjects of Biomedical and Behavioral Research (US Department of Health and ­Human Ser­vices, Office of ­Human Research Protections 1979). The Belmont Report outlines the basic ethical princi­ples for conducting research with h ­ uman subjects, and it guided the development of our federal policy for ­human subjects protection, typically referred to as the Common Rule, in 1991. The Common Rule was recently revised to better protect h ­ uman subjects while si­mul­ta­neously reducing common incon­ve­niences faced by researchers when ­going through the irb pro­cess. This revised policy was published in the Federal Register in 2017 (Federal Policy for the Protection of ­Human Subjects 2017) and has implications for research commencing on or ­after January 21, 2019. More information on the Belmont Report, the Common Rule and its recent revisions, and irbs in general can be found within the ohrp section of the US Department of Health and ­Human Ser­vices webpage. The three basic ethical princi­ples outlined in the Belmont Report are re­spect for persons, beneficence, and justice. More thorough elaborations on each of ­these ideals can easily be found elsewhere, including on the ohrp webpage noted above. Generally, the Belmont Report calls for researchers to avoid the exploitation of vulnerable populations, minimize and make ­human subjects aware of potential risks and harm from participating in research, and provide ­human subjects with the opportunity to make an informed and voluntary decision to participate in research. While the Belmont Report’s objectives seem straightforward enough, in practice they often manifest themselves in unforeseen, complex, and discipline-­ specific ways. In the following two sections, I provide some selected examples pertaining to prison research and research with indigenous populations. The point I hope to make is that researchers need to think critically about how to best reconcile the spirit of our ethical princi­ples with the situational contexts and other unique considerations that affect their research.

Ethical Princi­ples in Situational Context: Research in Prisons

I have previously written about some unique and challenging ­human subjects concerns that may arise when d­ oing research in prisons (see Sutton 2011; Sutton 2017). Two examples from my prior work that I elaborate on ­here pertain to informed consent and providing compensation in exchange for research par96  james e. sutton

ticipation. I intentionally selected t­hese two examples for their mundanity in order to underscore the need to think critically about the specific contexts in which ­human subjects research occurs. It is conventional practice to give participants a copy of a consent form when carry­ing out research with ­human subjects. When conducting research in prison, however, having prisoners keep a consent form could potentially put them at risk. Should staff or other prisoners find a research participant’s consent form, they may incorrectly assume that the participant was providing sensitive information about them or certain incidents, and deem the participant a snitch. Snitching is a cardinal sin in most correctional settings, and repercussions can range anywhere from disdain, stigma, and harassment to vio­lence in more extreme cases. It is also common to provide participants with some form of compensation when ­doing research with ­human subjects. However, perceptions of preferential treatment and feelings of exclusion and injustice may emerge if ­those who participate in a study receive a benefit that is not made available to every­one ­else in prison. Even a form of compensation as seemingly minor as a candy bar can potentially cause serious prob­lems within restrictive prison environments, with reactions again ranging anywhere from disdain, stigma, and harassment to vio­lence in more extreme cases. As t­ hese examples show, best practices for adhering to the Belmont Report’s princi­ples are ultimately situationally determined. Accordingly, e­ very step of the research pro­cess should be thought through thoroughly and should not be taken for granted. ­Simple practices such as providing a consent form or a token of compensation are consistent with the intent of the Belmont Report in most settings, but they can be at odds with it in ­others. For instance, blindly following t­ hese precepts when ­doing prison research could inadvertently violate the princi­ple of not harming h ­ uman subjects. Upon recognizing that potential harms from research participation can be physical, psychological, economic, ­legal, and reputational, it is the responsibility of researchers to then anticipate the unique h ­ uman subjects implications and challenges that are more specific to their respective substantive areas.

Ethical Princi­ples in Situational Context: Research with Indigenous Populations

In addition to giving each step of the research pro­cess careful deliberation, it is incumbent upon researchers to think more broadly about the research itself. For instance, researchers should critically reflect upon the ethics of what they Alleviating IRB Angst  97

are d­ oing and how and why they are d­ oing it. Some examples from research with indigenous populations in the United States are instructive. Anderson (2015) and Deloria (1991) recount myriad ways in which many of ­those who have studied American Indians have engaged in exploitation. For instance, researchers have often produced works of poor quality and put forth inaccurate observations. A prob­lem that has resulted from this is that negative and oppressive ideas about American Indians have been spread. Even if incorrect ideas are eventually corrected, “the book remains in the library where naïve and uninformed ­people ­will read it for a de­cade to come” (Deloria 1991, 459). As Anderson (2015, 163) points out, “efforts to control pre­sent research cannot often remedy the residual of past research. ­There are many theories and presumed ‘facts’ inscribed in existing publications now taken as fact and permeating other publications.” In light of ­these dynamics, Deloria (1991) argues that quality and accuracy are fundamental ethical issues given the harms experienced by American Indians when ­these expectations have been ­violated. ­Whether they are pursuing “repetitive” research objectives dictated by external funders that have no connection to a­ ctual community needs (Deloria 1991) or simply advancing their ­careers through the “commercialization” of indigenous ­people (Anderson 2015), a prob­lem that has exasperated ethical challenges is that self-­serving researchers have not felt any obligation to treat indigenous populations ethically. For this reason, Deloria (1991) calls for researchers to assist and other­wise give back to the indigenous communities they study. Collaboration and reciprocity have in turn become objectives pursued by many scholars, though Anderson (2015) has identified a number of contradictions in ­these approaches in practice. Most fundamentally, he observes that “While reciprocity, equality, and authenticity can be achieved inside the collaborative situation, the core irony remains that larger conditions are always pre­sent, actively imposing structural inequalities and contradictions that no agency of the researcher . . . ​can dissolve or resolve” (150–151). I have drawn from insights offered by scholars who have studied indigenous populations in the United States to show how the ethics in play have real consequences for living ­human subjects and, potentially, ­whole communities. The lessons presented ­here about exploitation and the harms caused by poorly executed research should be taken to heart by o­ thers who w ­ ill then ideally contemplate implications that are specific to their own substantive areas. As should now be clear from the illustrative examples offered from prison research and research on indigenous populations, adhering to ethical princi­ples entails more than simply applying a standardized set of procedures. 98  james e. sutton

Pedagogical Research and IRB Considerations

It is impor­tant to remember that irb considerations also apply to scholarship on teaching and learning. I have reviewed several proposals for pedagogical research proj­ects over the years and could write about myriad irb-­related themes pertaining to this kind of work. In light of space limitations, I ­will briefly highlight two issues h ­ ere that I have found to be especially common. The first is that instructors need to recognize that they are in a structural position of power over their students. For this reason, special care must be taken to ensure that students do not feel as though they ­will suffer repercussions for not participating in a research proj­ect. Adopting an anonymous design can often address this concern, though it may be difficult to ensure anonymity in smaller courses where instructors know their students well enough to connect them with their data. Informed consent is a second issue that has frequently come up in pedagogical research proposals that I have reviewed. Consistent with other forms of research, ­those who study students must provide them with the opportunity to make an informed decision to participate. Accordingly, researchers cannot use information from students’ work as data without their consent, nor can they go back and draw from prior students’ work for research purposes u­ nless t­ hose students previously provided their consent to do so. It may be pos­si­ble in some cases to gain informed consent retroactively, but in practice it is onerous and logistically challenging to track down former students.

Practical Tips for Increasing Positive Engagement with the IRB

Academic researchers commonly perceive irbs as persnickety with an overarching reach. I suspect t­ hese perceptions stem in part from the fact that many proposals need to be revised in accordance with irb feedback and then resubmitted for additional review. One way to minimize ­these kinds of hindrances is to be thorough and clear when providing the details solicited within an irb proposal form. It is impor­tant to recognize that irbs ­were originally designed to ensure the protection of ­human subjects in biomedical and social psychological research. The details solicited within an irb proposal form therefore typically align well with ­these lines of inquiry. In recent years, however, a number of scholars in fields such as sociology (Blee and Currier 2011; Cameron 2016), po­liti­cal science (Yanow and Schwartz-­Shea 2016), and anthropology (Dobrin and Lederman 2012; Lederman 2004; Lederman 2006) have written about the ways in which traditional irb protocols poorly fit other forms of inquiry. Alleviating IRB Angst  99

Ethnographic field research is a prime example of an approach that may be unduly restricted by conventional irb procedures that reify the traditional scientific method. It is often the case that irb proposal forms require researchers to address certain ethical considerations that do not readily apply to ethnography, while si­mul­ta­neously neglecting other ethical considerations that do. For ­those who conduct this kind of work, I recommend reviewing Lederman’s (2007) suggestions and sample template for “educating your irb” members about research approaches that they may not fully understand. Keep in mind that irbs are composed of members with a range of backgrounds and roles both on and off campus. It is therefore likely that just a few at best ­will have discipline-­specific knowledge on any par­tic­u­lar proposal. If irb members are confronted with information that is e­ ither unclear or too l­imited for them to adequately assess risks, they ­will likely revert to apprehension. While this may result in proj­ect delays and require researchers to do additional work on their proposals, it is ultimately the irb’s job to err on the side of caution when contemplating m ­ atters that could potentially pose harm to t­hose who are gracious enough to participate in ­human subjects research. In the event that a proposal does come back with questions, discouraging feedback, or a disappointing decision, it is crucial to maintain a positive attitude when addressing the irb’s concerns. I recall one instance when we received a proposal for a proj­ect that we all found exciting. However, we ­were unable to approve it in its first iteration b­ ecause we w ­ ere not provided with sufficient information. Had the proposers simply responded to our feedback, they could have made some relatively easy fixes to secure irb approval. Instead, the proposers w ­ ere defensive, failed to address our concerns, and then ultimately abandoned what should have been a neat proj­ect. The lesson to learn from this case is that attitude can be every­thing. While I cannot speak for all institutions, the irb on my campus strives to enable, rather than derail, research while fulfilling our obligations to protect h ­ uman subjects. Indeed, one of the main reasons we voluntarily do this work is that we genuinely enjoy learning about the research that our faculty, staff, and student colleagues are ­doing. Unfortunately, the proposers in the example that I just shared failed to understand this.

Concluding Thoughts

I have emphasized some general steps that t­ hose who do research with h ­ uman subjects can take to alleviate angst and minimize delays when ­going through the irb pro­cess. While my focus has been on federally mandated irbs in academic settings, I want to note that in some cases, researchers may also need to 100  james e. sutton

secure additional authorization from other entities prior to conducting their research. For instance, my prison research had to undergo a separate h ­ uman subjects review by the prison system’s review board, and Anderson (2015) secured approval from a commission of elders and educators when studying the Northern Arapaho Nation. Becoming familiar with policies and procedures, understanding and appreciating the irb’s role, and maintaining a positive attitude are all basic suggestions that any researcher can benefit from. Moreover, it behooves researchers to take deliberate efforts to anticipate how our more abstract ethical princi­ples unfold differentially in practice, depending on one’s specific research objectives and context. All of this is crucial, as our ethical princi­ples ultimately have real consequences for living h ­ uman subjects and, in some cases, broader communities. On a final note, it is impor­tant to recognize that each irb has its own culture. When in doubt, you should therefore ask the irb at your institution to share their suggested best practices for dealing with any issues that you may be struggling to resolve.

works cited Anderson, Jeffrey D. 2015. “Ironies of Collaborative Research in the Northern Arapaho Nation.” Collaborative Anthropologies 7.2: 142–179. Blee, Kathleen M., and Ashley Currier. 2011. “Ethics beyond the irb: An Introductory Essay.” Qualitative Sociology 34.3: 401. Cameron, Abigail E. 2016. “The Unhappy Marriage of irbs and Ethnography.” Contexts (blog), March 19. https://­contexts​.­org​/­blog​/­the​-­unhappy​-­marriage​-­of​-­irbs​-­and​ -­ethnography​/­. Deloria, Vine. “Research, Redskins, and Real­ity.” 1991. American Indian Quarterly 15.4: 457–468. Dobrin, Lise M., and Rena Lederman. 2012. “Imagine Ethics without irbs.” Anthropology News 53: 20. Federal Policy for the Protection of ­Human Subjects. 2017. Federal Register 82.12 ­(January  19): https://­www​.­govinfo​.g­ ov​/c­ ontent​/p­ kg​/­FR​-­2017​-­01​-­19​/­pdf​/­2017​-­01058​.­pdf. Lederman, Rena. 2004. “Bureaucratic Oversight of ­Human Research and Disciplinary Diversity irb Review of Oral History and Anthropology.” Anthropology News 45.5: 8. Lederman, Rena. 2006. “The Perils of Working at Home: irb ‘Mission Creep’ as Context and Content for an Ethnography of Disciplinary Knowledges.” American Ethnologist 33.4: 482–491. Lederman, Rena. 2007. “Educate Your irb: An Experiment in Cross-­Disciplinary Communication.” Anthropology News 48.6: 33–34. Sutton, James. 2011. “An Ethnographic Account of ­Doing Survey Research in Prison: Descriptions, Reflections, and Suggestions from the Field.” Qualitative Sociology Review 7.2. Alleviating IRB Angst  101

Sutton, James. 2017. “­Doing Reflectively Engaged, Face-­to-­Face Research in Prisons: Contexts and Sensitivities.” Handbook of Research Methods in Health Social Sciences: 1–16. US Department of Health and ­Human Ser­vices, Office of ­Human Research Protections. n.d. Accessed January 20, 2020. https://­www​.­hhs​.­gov​/­ohrp​/­. US Department of Health and ­Human Ser­vices, Office of ­Human Research Protections. 1979. The Belmont Report: Ethical Princi­ples and Guidelines for the Protection of H ­ uman Subjects of Research. https://­www​.­hhs​.­gov​/o­ hrp​/­regulations​-­and​-­policy​/­belmont​-­report​ /­index​.­html. Yanow, Dvora, and Peregrine Schwartz-­Shea. 2016. “Encountering Your irb 2.0: What Po­liti­cal Scientists Need to Know.” ps: Po­liti­cal Science and Politics 49: 277–286.

102  james e. sutton

13. Informed Consent and the Ethics of IRB Research: A Case Study of the Havasupai Tribe’s Lawsuit against Ge­ne­tic Researchers nanibaa’ a. garrison

In 2003, Carletta Tilousi, a member of the Havasupai Tribe of northern Arizona, learned that dna samples she had donated for a ge­ne­tic research proj­ect on type 2 diabetes in 1989 w ­ ere in fact being used in non-­diabetes-­related ge­ne­tic studies by researchers at Arizona State University (asu). In Tilousi’s view, she had not provided consent for any studies beyond the original diabetes-­related research. On further investigation, Tilousi realized that the dna samples that she and other members of the Havasupai tribe had donated had been used for studies on schizo­phre­nia, ethnic migration, and population inbreeding, all of which are highly charged topics that are taboo in the Havasupai culture. The Havasupai Tribe filed a lawsuit against the Arizona Board of Regents in 2004 over the misuse of their ge­ne­tic samples and lack of complete “informed consent” involved in the samples’ collection. The case was an impor­tant challenge to the definition and use of informed consent, particularly with vulnerable populations. This essay, a­ fter explaining the outcome of this case, examines how Institutional Review Board (irb) officials understand its significance and its implications for how they conceptualize and enact h ­ uman subject protections. The case raised awareness about the importance of ensuring that participants are informed of the research and that transparent communication about the research is absolutely necessary to maintain the trust of participants. This essay illustrates a cautionary tale of research gone wrong, and a reminder to strive for justice and transparency when working with communities in research.

Between 1990 and 1994, dna samples ­were solicited from approximately four hundred Havasupai Tribe members in conjunction with the Diabetes Proj­ect led by researchers at asu. The stated intent of the proj­ect was to ­understand why more than half of Havasupai adults w ­ ere afflicted by type 2 ­diabetes. The Havasupai, a small tribe living in a remote part of the ­Grand Canyon, had l­ imited access to fresh food and health care. The Diabetes Proj­ect included education about diabetes, the collection and testing of blood samples, and ge­ne­tic association testing. To obtain informed consent, asu researchers made oral statements recruiting the tribal members to the research study. When they agreed, participants w ­ ere asked to sign informed consent documents written in En­glish. Although the consent form said that the samples would be used for research on “behavioral/medical prob­lems,” tribe members ­were told that their samples would be used specifically for ge­ne­tic studies on diabetes. However, initial studies failed to find a ge­ne­tic link to type 2 diabetes. The samples ­were stored and, as was common practice at the time, subsequently used in other unrelated, ongoing ge­ne­tic studies, and distributed to researchers within asu and their collaborators at other institutions. The researchers obtained irb approval from asu for studies on diabetes and schizo­phre­nia; however, Havasupai participants alleged that researchers had failed to make clear that the samples may be used for studies on schizo­phre­nia and that no expanded informed consent was sought. Since ­mental illness is highly stigmatized in the Havasupai culture, tribe members asserted that they would not have consented to such research had they been properly informed. The tribe also alleged that researchers gained illegal access to Havasupai medical rec­ords by entering the local medical clinic and removing secured files without permission from tribal officials or clinic administrators. In April 2010, the Havasupai Tribe v. Arizona Board of Regents case reached a settlement in the tribe’s ­favor: tribe members received $700,000 in direct compensation, funds for a tribal clinic and school, and, most significantly from the standpoint of several tribe members, the return of the tribe’s dna samples. The settlement signified closure for tribe members, and they took the dna samples home to properly dispose of them in a culturally appropriate ceremony. Many Native Americans view dna as a valuable part of one’s personhood, not as a material object. However, in the con­temporary US research context, dna samples are generally considered the property of the research institution once they are obtained, and researchers almost never return biological material to participants. The return of the Havasupai samples meant the end of all ­future studies with ­those samples. 104  nanibaa’ a. garrison

The return of dna samples is of ­great significance ­because it challenges notions of biomaterial owner­ship in research, and what constitutes value and for whom. dna is essential to ge­ne­tic research: samples are typically banked or kept in laboratory freezers, sometimes for de­cades, and used for multiple studies across many years. Researchers value the ability to use ­these samples to study disease association, population substructure, evolutionary history, and other biomedical studies. Fewer restrictions on sample usage allows researchers to stretch their research dollars by using samples for multiple studies. Researchers study dna to make impor­tant discoveries, publish the findings, and advance their ­careers, all of which bring financial gain and recognition. ­Because researchers and institutions assume owner­ship of dna samples, many researchers have used them without much thought about how the donors of the samples might react. However, the case brought by the Havasupai Tribe challenged ­these notions of owner­ship, introducing a power strug­gle over appropriate use and stewardship of the samples. In May 2003, the Havasupai Tribe issued a “Banishment Order,” barring all asu researchers and employees from the Havasupai Nation and halting all research. The Inter Tribal Council of Arizona and the National Congress of American Indians each passed resolutions supporting the Havasupai Tribe. Coincidentally, the year before the Havasupai Tribe learned of the sample misuse, the Navajo Nation passed a moratorium in 2002 on ge­ne­tic research within their bound­ aries. The lawsuit brought by the Havasupai Tribe raised several new questions for the Navajo Nation and other tribes. The lawsuit revealed not only distrust in outside medical researchers, but also several claims of injustice: harm and lack of ­human subject protection, the unequal distribution of “benefits” from participating in research, and questions of community exploitation by researchers. In ­doing so, the lawsuit has made tribes reluctant to alter research policies, and the moratorium remains in effect in 2020. As a consequence of the lawsuit and prior instances of ge­ne­tic research injustices, many tribes continue to refuse participation in ge­ne­tic research despite researchers’ ongoing efforts to recruit them. The effect on the scientific research communities, however, is largely unknown. ­Because the case was never tried in court, the settlement left no formal ­legal pre­ce­dent for changes in informed consent procedures, recommendations on secondary uses of samples, or considerations for vulnerable populations in research. Researchers and oversight boards, such as irbs, ­were given no clear guidance on what changes should be made to existing procedures. But the lawsuit brought by the Havasupai Tribe challenges notions of informed consent, particularly with vulnerable populations, by signaling that broad consent forms and incomplete disclosure did not bring about the full understanding Informed Consent and Ethics  105

of research participation necessary for truly informed consent. When the case settled, it was covered in numerous scientific publications, including Nature magazine and the New ­England Journal of Medicine, in addition to appearing on the front page of the New York Times and in Phoenix Magazine. The case raised issues of just and respectful research practices involving Indigenous ­people. In par­tic­u­lar, it highlighted the effects of research harms on the community, challenged the appropriateness of certain types of research, and questioned the adequacy of informed consent. Yet several questions remain: what is just research, by whom and from whose perspective is justice determined, and how might research be conducted in a more just manner? The specific implications of this case on the conduct of ge­ne­tic researchers and irbs in the United States has not been thoroughly explored. As such, the broader impact of the lawsuit on biomedical research remains largely unknown. In a journal article published in Science, Technology & ­Human Values in 2012, I examined the way researchers and irb experts think about and implement informed consent practices in research studies, particularly in light of the settlement of the case brought by the Havasupai Tribe. I interviewed irb chairpersons and biomedical faculty researchers engaged in ­human ge­ne­tic research at six top National Institutes of Health–­funded medical schools across the United States. In par­tic­u­lar, I focused on the silence around justice and equity in ge­ne­tic research involving Indigenous populations. By only addressing consent and not cultural concerns, I argued, researchers w ­ ill fail to achieve justice for t­hose communities participating in research. irbs follow h ­ uman subjects regulations to ensure that requirements are met regarding minimal risk, informed consent, and participant confidentiality. However, t­here appears to be a constant “slippage between norms and practices” when irbs generally fail to take a step further to ensure just and equitable research inclusion across all populations. Most of the researchers and irb chairs that I interviewed e­ ither reported hearing about the case through the New York Times article or could not remember the exact news source from which they learned of it. Some also alluded to institutional discussions and mentions of the case at national meetings. Knowledge of the case ranged from l­ imited (i.e., not being able to remember the tribe name, the correct researcher institution, or that the case resulted in a settlement) to extensive (i.e., knowing the case complaints, the issues that w ­ ere raised, and the settlement terms). Some respondents defended the investigators at asu, arguing the informed consent form may have been adequate, and one researcher thought the consent forms may have been “sufficiently broad” (Researcher Int11) to allow them to carry out additional studies unrelated to diabetes. This researcher continued: 106  nanibaa’ a. garrison

I’m not necessarily stating that ­there should have been sanctions. I think it does serve as a wake-up call, prob­ably to both investigators and irbs that they be a l­ittle more careful and more specific as to what they say ­they’re ­going to do and what they do do, and certainly can put blame on both parties. Not criminal blame, again I ­don’t think anybody did anything illegal but bordering on unethical. The irb chairs showed more concern than did researchers about ensuring that informed consent forms ­were worded in a way that protected the participant, the researcher, and the institution. However, just and equitable research inclusion cannot be achieved if we do not address the main cultural concerns of smaller populations that deter them from participation in research. In short, a “one size” informed consent form does not fit all persons for all time. Furthermore, science is constantly changing, so informed consent must change with it. However, it is difficult to predict the studies that one can do with old samples that exist t­ oday, as another researcher (Researcher Int17) described by asking, “How do you deal with the dynamic nature of science? . . . ​We ­can’t ­really foresee what we can do with the sample now versus what we can do with it 10 years from now.” This burdensome and confusing issue in dealing with old samples puts some researchers and irb chairs in a complicated situation: Do they hold onto the samples and apply the standards of informed consent t­ oday, or do they apply the standards from the time the samples w ­ ere collected? And would secondary uses of old samples undermine the expectation that research participants had for what studies would be performed with their samples? Researchers have shared their samples (gathered with broad consent terms) with ­others in their labs and their collaborators, or passed them on as “legacy collections” to young investigators who are starting their research c­ areers. Some researchers choose not to worry about research ethics, forcing the irb to take a more active role in ensuring that research ethics guidelines are followed and enforced. As w ­ hole genome sequencing technologies have advanced, irb chairs have been creating informed consent templates to ensure that research participants fully understand the study, and to address issues of privacy and implications for ­family members. However, broad consent forms might prove to be too vague for many potential research participants to understand, as was demonstrated in the lawsuit brought by the Havasupai Tribe, and may not allow for fair and equitable research opportunities for Indigenous participants. Rather, t­ hese broad consent forms can act as a “cover” for researchers to do a wide range of research and be legally protected, rather than addressing specific concerns of unique communities of participants. Informed Consent and Ethics  107

As irb protocols stand now, the only choice given to study participants is ­whether to participate or not; if one chooses to participate, one must opt in to all potential uses. The only alternative posed ­here is to not participate, leaving ­little room for negotiation between researchers and research participants. And simply de-­identifying samples in order to use them for studies beyond the informed consent is not a solution; the research may have implications for the community that identifies with that population, particularly in cases in which population-­based information may reveal potentially stigmatizing information for other individuals of the same population or ethnic group. As scientists build on published knowledge and advance their c­ areers and discipline, communities seldom receive any tangible benefits from research participation. It is impor­tant to note that the lawsuit brought by the Havasupai Tribe was dismissed b­ ecause of procedural error, resulting in no ­legal pre­ce­dent, but it did prompt valuable discussions to happen in scientific fields. Other cases involving issues with informed consent and secondary uses of samples have come to light over the last twenty years: concerns w ­ ere raised about the syphilis studies on African American males in Tuskegee, uses of newborn screening samples in research without informed consent from parents, and cancer cells removed from Henrietta Lacks that w ­ ere then cultured and used in research without her knowledge. In response, policy makers, bioethicists, and irbs have been suggesting more stringent review pro­cesses, more detailed consent forms, and additional h ­ uman subjects protections, including increased communication and disclosure to research participants. Failing to take the initiative to engage a community in discussions about the research that involves them, and to modify informed consent templates to address their specific concerns, w ­ ill further marginalize ­these groups and make them less likely to participate in ­future research. This case study reveals the necessity of thinking deeply about the role of regulation and justice issues in genomics research or any irb-­approved research in general. We must remain mindful of the diverse views of research participants, and work harder to ensure that just and equitable research practices encourage communication and inclusion of minorities in research in order to break down the barriers of distrust. Open communication and transparency go a long way t­ oward building trust with researchers and are vital to successful research endeavors.

note For full references, see the original published version of this piece: Nanibaa’ A. Garrison, “Genomic Justice for Native Americans: Impact of the Havasupai Case on Ge­ne­tic Research.” Science, Technology & ­Human Values 38.2 (2013): 201–223. 108  nanibaa’ a. garrison

14. Publishing Your Research rosanna kathleen olsen

You have completed your final data analy­sis and are ready to start writing a journal article. You open your laptop, start your word-­processing program, and stare at the blank screen. You watch the cursor blink about twenty times as you debate about where to begin. You watch the cursor blink twenty more times before you decide it is time to take a coffee break (surely you ­will be able to write that first sentence ­after a cappuccino or strong cup of tea!). This essay ­will help you avoid the above scenario and provide advice about how to write more efficiently, avoid common “traps” that plague many academics (­whether early or advanced), and offer guidance for navigating the current world of academic publishing. We all know that the first step in publishing your research is preparing your manuscript. However, “preparing your manuscript” is typically an extended pro­cess which can take weeks, even months, to complete. It can be overwhelming to decide where to start and which parts of the manuscript to tackle first. You may even delay the start of the writing pro­cess ­because you do not feel ready to write—­because you want to perform further statistical analyses on the data, or perform a more thorough lit­er­a­ture review. Try, however, not to put too much pressure on yourself and believe that the first draft has to be absolutely perfect. ­There ­will be plenty of time during the revision pro­cess to tinker with the data and refine your writing. Breaking up the manuscript into manageable parts is an impor­tant first step so that the task does not feel so daunting. Instead of thinking about the

manuscript as one thirty-­page document, think of it as four (or more) smaller portions, and this w ­ ill make the task of writing your paper feel much more manageable. Note that while this essay was written from the perspective of a scientific researcher, much of this advice ­will be of value for scholars who work in other disciplines. 1. preparing your manuscript My students, who primarily have backgrounds in psy­chol­ogy, biology, and neuroscience, often assume that a manuscript should be written in the order that it is typically read (i.e., Introduction first). However, if you are writing up a scientific experiment, or set of experiments, I recommend preparing your manuscript in the following order: (1) Methods section; (2) Figures and Results; (3) Introduction; (4) Discussion. T ­ hese recommendations ­will help you complete each section of your paper. The methods section of your manuscript should be the first one that you prepare. Ideally, this section should be written during the planning or data-­collection phase of your study. Writing down the pertinent details about your experiment (e.g., number of ­trials, duration of study phase, ­etc.) can save tremendous amounts of time, frustration, and backtracking if completed concurrently with data collection. It can be easy to overlook this when you are hyperfocused on data collection, but your ­future self ­will be extremely grateful to have at least most of this section written prior to the completion of the study. Of course, this does require updating any details that get tweaked along the way during the pi­loting of your study. Even if the details of your experiment change, many aspects of your study ­will not (e.g., computer screen resolution used in the experiment) and can be easily described. Furthermore, the methods section w ­ ill typically be written in the same way (or in a similar way) no ­matter where you submit your paper, so this section can usually be written without knowing where the paper w ­ ill be published. In addition to saving time and heartache l­ater in the writing pro­cess, writing the methods section helps obviate the anxiety that comes with staring at a blank screen and blinking cursor. Even just setting up a title page (with a tentative title), thinking of keywords, inserting page numbers, and formatting your document according to the journal-­specific format can help ease the anxiety. In addition, starting with the methods section does not require the same type of pontification that is required by the discussion section, which can bog down the academic. You ­will likely need to write and rewrite the first sentence of your introduction to get it “just right,” but the methods section is straightforward, and ­doesn’t require the brainpower needed for other portions of the paper. 110  rosanna kathleen olsen

Now that ­you’ve written the methods section, it’s time to mock up some figures and start writing up the main results of the paper. T ­ hese are the meat and potatoes of the paper, and it is impor­tant to work on this section while the data and analyses are still fresh in your mind. Think about which figures w ­ ill be necessary for the depiction of your study, and create some draft figures that w ­ ill serve as anchors as you write the results section. I typically spend a significant amount of time perfecting my figures; however, this beautification step can wait ­until you know which figures w ­ ill make the final cut prior to submission. To start, make sure your figures are in decent-­enough shape to send to your coauthors, and then you can return ­later to the figures to finalize the font sizes and other ele­ments. If pos­si­ble, try to automatize as many steps of your figure creation as pos­si­ble, so that you can make any necessary adjustments as efficiently as pos­si­ble. Document any computer code that you use to make your figures, and make sure you have a system in place that allows you to track which piece of computer code was used to make each figure. Remember that your figure numbers may change during the revision pro­cess, so you might not want to name each file by the figure number alone. When preparing the figures and figure legends, you can keep a note for yourself and your coauthors within the manuscript document with a link to the analy­sis code or filename you used for each figure. I find that writing the results section is also more straightforward than writing the introduction and discussion sections, as you are simply reporting the analyses you conducted and the patterns in the data. However, you may want to begin thinking about the journal to which you plan to submit your paper at this stage. Some journals may have their own idiosyncratic reporting style, or they w ­ ill direct you to a par­tic­u­lar style guide (e.g., Publication Manual of the American Psychological Association). Moreover, some journals ­will require you to report effect sizes along with other more traditional statistical values such as t-­scores and p-­values. Paying attention to any field or journal-­specific nomenclature or formatting requirements at the outset ­will save time down the line, so that you do not need to repeat your data analyses or spend time editing the style. This information can typically be found on the journal website, ­under a section usually titled “Instructions for Authors.” Remember, as you finalize your results section, you w ­ ill likely need to update the methods section with additional details of the statistical analyses performed on your data. ­After finishing a draft of the methods, figures, and results, it is time to write the introduction. The introduction section should contain 1) a summary of the existing background lit­er­a­ture on the topic of the current study; 2) a description of the unanswered questions in the lit­er­a­ture your study ­will address; and 3) a brief description of the current study. Some authors opt to include a brief Publishing Your Research  111

description of the study results in the introduction as well. As with the results section, you w ­ ill need to keep any journal or field-­specific style requirements in mind when writing the introduction. If you know that the journal you plan to submit to has a word limit on the length of the introduction, you ­will want to keep this in mind while writing. However, I typically find it is easier to write the first draft of my introduction “long,” and then trim and rewrite this section to fit the word limit during the editing pro­cess. Be very careful to perform a thorough lit­er­at­ure search and reference any similar papers appropriately. Remember, reviewers ­will be very upset to read, “this is the first paper to do X . . .” when five other papers have examined a similar research question! Fi­nally comes the discussion section. Some authors love writing this portion, while ­others loathe it. The discussion section should summarize the results of your study and explain how your findings relate to current theory and the existing lit­er­a­ture. This is also the part of the paper in which you w ­ ill explain any surprising or unexpected findings and mention any limitations which need to be taken into consideration when interpreting the data. You w ­ ill also want to include a section which describes any next steps or ­future directions that would be in­ter­est­ing to pursue, given your current data and results. 2. selecting a journal Selecting a journal for your paper is an issue that many gradu­ate students, early c­ areer academics, and even experienced researchers strug­gle with. Some scholars—­especially ­those who might be on the job market or trying to strengthen their resume—­might want to try to publish their work in the most prestigious journal pos­si­ble. However, journal prestige is not the only ­factor to consider when selecting a home for your paper. It is impor­tant to choose a journal that has the right audience for your work. Even in this digital age, when most academics read work digitally through online journal subscriptions provided by their university, selecting a journal that has the correct readership for your work can still play a role in ­whether your paper is read or cited. In general, I make this decision by first thinking about which journals publish work that I typically read, and especially work that is similar in theme to the work I am attempting to publish. Pay attention to the “Instructions for Authors” page on the journal website, so that you do not waste time submitting your paper to a journal that has a policy to not publish manuscripts of a given type (e.g., some neuroscience journals ­will publish descriptions of single clinical cases and some ­will not). If you are not sure where to send your paper, ask colleagues in your subject area which journals they typically read. Similarly, you 112  rosanna kathleen olsen

can ask your more se­nior colleagues ­whether a certain journal has a good or bad reputation in terms of the quality of the research that they publish. When you select a journal, it can also be helpful to look at the members of the journal’s editorial board. This is impor­tant ­because in some cases, you can request that a par­tic­u­lar editor be assigned to your paper. You can then ask your mentor or a colleague ­whether they have had a good experience at a certain journal or with a certain editor. Journal editors vary in terms of their responsiveness to authors’ questions and concerns, and this variability ­will play a role in your publishing experience. Other issues that can influence your journal decision is w ­ hether the journal has an “open-­access” policy, or ­whether the journal typically has a fast or slow turnaround on e­ ither their desk rejections (i.e., when the editor decides not to send a paper out for review), or the review pro­cess. Regarding the former, some newer online journals are open access by default, whereas other journals that are edited by more established publishing h ­ ouses w ­ ill sometimes offer an “open-­access option” for authors who want to make their papers available without a journal subscription. Keep in mind that both open-­access journals and journals that offer an open-­access option w ­ ill typically charge a significant publication fee (which is generally paid by the author, using grant or departmental funding), ostensibly to cover the lost revenue that comes along with fewer journal subscriptions or paid-­access articles. Many students ask how long it ­will take to hear back from a journal once they have submitted their paper and it gets sent out for review. This varies widely from journal to journal, and can range from about one month to six months (or more). Remember that journal editors are usually researchers or professors too, with a number of other obligations associated with their “regular job,” not to mention their ­family and personal lives (I know that many editors often attend to their journal duties late at night or on the weekend). Always keep this in mind when you are sending correspondence to an editor (or complaining on social media about a slower response from a journal). Be aware that ­there are a number of predatory journals that ­will often solicit research using a “pay-­to-­play” model. Some of ­these journals even falsely claim to provide the same type of peer-­review pro­cess as a traditional journal. However, it has been revealed that many of t­hese predatory journals do not provide the same level of peer review as more traditional journals. T ­ here have been shocking examples of completely fabricated hoax papers that seem to not have even been proofread prior to publication (see “Testing Inter-­Hemispheric Social Priming Theory in a Sample of Professional Politicians—­A Brief Report,” Publishing Your Research  113

by Gerry Jay Louis [pseudonym], at the fictional Institute of Interdisciplinary Po­liti­cal and Fecal Science, for one amusing example). If you have not heard back from a journal ­after three or four months, I recommend contacting the editor to politely ask about the delay. Typically, they ­will be able to give you an update soon thereafter about the status of your paper. In some extreme cases, an editor might have a difficult time finding appropriate reviewers for your paper, or a reviewer might not be able to complete the review on time, which ­will extend the review pro­cess. Sometimes, a paper can “fall off the editor’s radar” and just needs to be called back to their attention. If you have not heard back from the editor in six months or longer, or you find out that the paper has not been sent out for review in that same amount of time, I would consider pulling it from the first journal and submitting to another journal. 3. responding to reviewers ­After your paper has been peer-­reviewed, the ­handling editor ­will recommend ­whether your paper should be accepted as written (this is very rare); ­whether minor or major revisions are needed (more common); or ­whether the paper should be rejected or is not suitable for the journal to which it was submitted. If the editor decides, based on the reviewers’ comments, that you can revise and resubmit, you should give yourself a pat on the back. This does not necessarily mean that your paper ­will be accepted, but it does mean that if you can adequately address the reviewers’ questions and concerns, your paper w ­ ill have a good chance of ac­cep­tance at that journal. Responding to reviewers can be time-­consuming and frustrating, but your manuscript can be considerably improved by the editor’s and reviewers’ suggestions. The review pro­cess can reveal which sections of your paper are not clear, or if you accidentally forgot to provide certain details that are impor­tant for understanding the data or paradigm. Thank the reviewers for their helpful suggestions and time, as this w ­ ill signal that you have taken their suggestions seriously. Reviewers ­will sometimes have dif­fer­ent theoretical interpretations for the data, and ­these conflicts ­will have to be addressed. Always be respectful and polite when responding to your reviewers (even if they have misunderstood a part of your paper) and remember that you ­will be on the “other side” of the review pro­cess soon enough. Keep in mind that you should try to comply with as many of the reviewers’ requests as pos­si­ble, within reason. If a reviewer suggests that you use a completely novel tool or start your data analy­sis from scratch without sufficient justification, you as author can use your discretion regarding w ­ hether this request 114  rosanna kathleen olsen

is reasonable. When in doubt, ask the journal editor for guidance, and they can offer their opinion regarding the reviewer’s suggestions. 4. authorship and coauthorship Authorship issues are another area that can be difficult to navigate. I recommend having a conversation with potential coauthors as early as pos­si­ble, so that you are aware of your colleagues’ expectations regarding inclusion or exclusion from the author line. Similarly, it is impor­tant to have an open dialogue with your coauthors about the order in which you w ­ ill be listed on the author line. In some fields, the person who writes the article is the first author (often a gradu­ ate student or other trainee), and the person who funds the study is the last author (often the research supervisor). However, ­these traditions are field-specific and w ­ ill vary across disciplines. The number of authors included w ­ ill also vary quite widely across research areas, depending on the collaborative or multidisciplinary nature of the work. In some fields, it is common to give authorship to undergraduate research assistants who assist with data collection; in other fields it is not. In ­either case, it is impor­tant to have an open conversation with your mentor, colleagues, and trainees about what is expected from them in order to “earn” authorship for a given proj­ect. Similarly, if you borrow data or collaborate with another researcher during a l­imited time period of the proj­ect, you should discuss with them as early as pos­si­ble ­whether their contribution was substantial enough to warrant authorship. In cases that a collaborator assists with the proj­ect but is not listed as an official coauthor, it is good practice to thank them for their contribution in the acknowl­edgments section of the paper. 5. making data “open” ­There is now a good deal of momentum ­behind the debate about making data and code used in your research “open” or available to the public ­after your manuscript has been published. ­There are clearly many scientific and economic advantages of data sharing and open-­access data. For example, trainees and more ju­nior researchers who do not have the same financial resources as more established researchers can ask follow-up questions or perform novel analyses on published data without having to pay for an entirely new dataset. In addition, data on similar topics can be combined across research sites to increase statistical power. Some federal funding bodies now encourage providing access to data to improve transparency. Similarly, some journals now require data sharing, although adherence to t­ hese data-­sharing requirements seems to be quite mixed. It does seem that in the ­future, more and more journals ­will require access to data and code, so this should be kept in mind even during the data collection Publishing Your Research  115

and analy­sis stages of your study. If you plan to share your data and code, you ­will want to make sure that your data is or­ga­nized and well documented. Keep detailed notes so that a person unfamiliar with your study w ­ ill understand how the data are coded, and that the critical information for the replication of your data analyses is available. Prior to sharing your data, additional logistical issues need to be considered. For example, when participants signed their consent forms, did they consent to having their data shared? How w ­ ill you protect privacy and other personal information from being inadvertently transmitted if you share your data? ­These are issues that your Research Ethics Review Board can help you navigate. Many research institutions are now working to put procedures in place to facilitate data sharing and protect participant privacy. The standardization of data-­sharing procedures ­will help researchers comply with data-­sharing requests by funding bodies and collaborators. To conclude, ­here are my Dos and ­Don’ts of Research Manuscript Writing: Do write your methods section as soon as you collect your data, or even as you design your study. ­Don’t wait ­until your data is analyzed to start writing your research methods section. It ­will be much easier to remember or check t­ hese methodological details during the design/collection phase than months (or even years) ­later! Do set deadlines for yourself and break up your manuscript into manageable parts. ­Don’t get stuck in the “just one more analy­sis before I start writing” trap. Do stay open to change—­the final paper might look very dif­fer­ent from the one you originally planned to write. ­Don’t remain inflexible with regard to the “story” you want to tell. The data are the data. Do use a reference man­ag­er (e.g., EndNote, Mendeley, Paperpile) to take care of your reference list and format your references for the specific journal to which you are applying. ­Don’t wait ­until you finish writing your article to add the references. Try to add them in as you write. Do have someone ­else read over your paper one last time before submitting to catch any typos or spelling ­mistakes that you (or your computer program) missed.

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Do use language that is accessible to readers not in your immediate discipline. ­Don’t use too many subfield-­specific acronyms that ­will confuse your reviewers and/or journal editors. Do provide the names of a number of potential reviewers—­journal editors appreciate this! However, avoid suggesting potential reviewers you know personally, or who ­will appear to have a conflict of interest.

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15. Academic Book Publishing cathy n. davidson and ken wissoker

Academics share ideas and information in many forms. Over much of the previous c­ entury, that would have included face-­to-­face lectures or conversations by letter or phone, in addition to publication in books and journals. Now, at the time of this writing, if you ask an academic where they saw the smartest t­ hing they read that week, the answer might be on a blog; in a born-­digital proj­ect; on Twitter, Facebook, or another social media location; or in an email exchange, as well as in any of ­those ­earlier forms. ­These new modes of scholarly communication have changed book publishing several times over. They also offer new considerations for scholars deciding how best to publish their work. Despite ­these massive changes in the scholarly ecol­ogy, books still have a central place. Around the turn of the millennium, many prognosticators predicted the book would not survive the first de­cade of the new ­century. Instead, books are alive and well, though now widely available in digital as well as paper form. That is in part ­because a book allows the pre­sen­ta­tion of a long-­form argument where a scholar can pre­sent both their research and its implications, allowing space for depth and development not always available in shorter forms. Even the short book composed around a long essay ­will have more room for ideas and narrative than the longest New Yorker article. A journal article in a field can pre­sent a good reading of a novel or a focused ethnographic or historical study. A book needs to have a greater reach and ambition, so is a dif­fer­ent kind of challenge for authors and publishers. While a book is now one of a greater number of alternative ways to convey one’s research and ideas, it is still a central form to master.

In most humanities fields and many in the social sciences, the publication of a book with a reputable academic press is the key to jobs, advancement, merit raises, and professional status. As with anything with such life-­altering power, the academic publishing pro­cess is often shrouded in mystery and fraught with anxiety. We hope to demystify that pro­cess by providing clear guidelines for selecting a press, submitting a manuscript for publication, seeing your manuscript through to its publication as a book, and then shepherding that book once it is out in the world.

What Is Academic Book Publishing?

Academic publishing is that slice of the large and varied publishing world dedicated to books geared to higher education. ­There are many kinds of academic publications: textbooks, short introductions, handbooks, reference guides, collections of essays, readers or anthologies of previously published materials, monographs, and broad synthetic works. Some of ­these publications are meant primarily for students, some for colleagues in a field or subfield, some for academics working across fields on a topic or area. Some works are aimed primarily at academics, ­others primarily at the general public; some assume the reader knows most of what the author knows, o­ thers assume the reader w ­ ill be brought into the terrain for the first time. Dif­fer­ent kinds of books are associated with par­tic­u­lar kinds of publishers. ­There are textbook publishers as well as publishers that specialize in scholarly editions for teaching. Some publishers aim to reach the broadest public and ­others specialize in a specific discipline. While most publishers stretch across at least some of t­ hese categories, they are also mostly or­ga­nized to focus on the areas most central to their enterprise. A textbook publisher hires college representatives, salespeople who w ­ ill go door to door from school to school, urging professors to adopt their com­pany’s books rather than another publisher’s. Such a textbook can be im­mensely successful without ever appearing on a bookstore’s shelves outside the area set aside for course sales. By contrast, a trade publisher hires sales representatives who visit bookstores, presenting the new books that are about to be published in the next few months. T ­ hese books may or may not be a­ dopted in a course, but, in most cases, course adoptions ­will not be crucial to their success. Their primary audience is the book-­buying public. This essay ­will concentrate on scholarly book publishing. Writing textbooks or reference works are their own subjects, and the reader w ­ ill need to consult other guides. Academic Book Publishing  119

The bulk of this essay ­will focus on university press publishing but, before we turn our attention to that topic, we ­will look briefly at the other forms of scholarly book publishing. For scholarly writing, t­here are three main classes of publishers: trade publishers such as Random House or Norton; academic commercial publishers such as Palgrave or Wiley; and university presses. The first question you must ask is which type of press is best suited to your work and your goals. This is a complex question and t­ here is no s­ imple answer. However, once you have signed a contract with a press, your book w ­ ill be published according to the implicit and explicit rules of that par­tic­u­lar type of publishing. Before you make a decision about which kind of press to choose, you need to be realistic about how your book w ­ ill be treated, what its sales might be, and how long it w ­ ill be kept in print, for t­ hese ­matters all vary with the type of publisher.

Trade Presses

Trade ­houses, now largely parts of bigger international conglomerates, are looking to make money from the books they publish. They are also looking for certain kinds of prestige, but on a very large scale. A book must have strong potential to reach a general audience—­the so-­called literate general public. That means that trade potential w ­ ill vary with subject. World War II historians ­will have more possibilities for a trade publication than w ­ ill their counter­parts studying the working class in Buenos Aires. For trade publications, writing style is at a premium. ­These are books written for ­those who are not obligated to read them. They are not assignments; they are not part of the scholarly requirements of ­others in a specific field. Trade books need to be accessible to readers with no background on the subject, while not condescending to their readers. For trade books, the academic is assumed to be the expert on the subject. The publisher ­will not be obtaining peer reviews or checking to see if the theory is up to date or the right experts in the field cited. The publisher may, however, have the book rigorously evaluated by the ­house ­lawyer to make sure ­there is nothing that can be seen as potentially libelous about any living subjects mentioned in the book. (The dead have to fend for themselves.) With few exceptions, the way into a trade publisher is through an agent. Agents are the gatekeepers. They sort out what even gets presented to trade editors. But that makes it often difficult to obtain an agent. Agents make money by taking a percentage (generally 20 ­percent) of the proceeds of a book, so they have no reason to take on proj­ects that they are not confident they ­will be able to sell at a high price. ­There are many places that list agents, but referrals from colleagues 120  cathy n. davidson and ken wissoker

that have them may be the most successful way of getting a hearing. Agents also have specialties, so locating one who h ­ andles your type of proj­ect is essential. In the world of trade publishing, nonfiction books are usually sold by a prospectus. An interested agent ­will spend a good deal of time with you to help craft a proposal the agent feels is saleable. Such proposals form their own genre, and, in the course of shaping a prospectus, you may find that your proj­ect has taken on forms you h ­ adn’t considered or predicted. This is, once again, ­because an agent’s charge is to find the most saleable ­angle, not the ­angle that ­will make the biggest impact in the author’s discipline. Methodological issues may need to dis­appear, while a gripping but minor part of the narrative is brought to the fore. If you d­ on’t like shaping your subject in this way—­and having an editor shape your proj­ect for you, according to a trade concept of “market”—­you should think twice about trade publishing. Once an agent deems the proposal to be satisfactory, they w ­ ill then pitch the book to all the editors they think w ­ ill like it. The pitch may start with a lunch conversation or with emailing the proposal to likely editors. Hopefully, t­here ­will be a few editors interested. Perhaps they ­will want to meet the author and, ideally, they w ­ ill make a bid on the book. If not, the agent w ­ ill go to a next set of possibilities. If a satisfactory bid on the book is made, the agent w ­ ill negotiate the contract. It is not infrequent now for an author to be asked to hire a “book doctor” (also known as a “developmental editor”) who w ­ ill work on the text for a fee paid by the author herself. Some editors still line-­edit their books, sometimes agents ­will offer editorial advice, but being asked to hire a professional book doctor—­often a former editor or agent who has gone into business for herself—­has become very common. None of this is hard or fixed. In the time that The Academic’s Handbook has gone through its four editions, the publishing world has under­gone drastic changes. Besides the consolidation of in­de­pen­dent ­houses into larger international publishing conglomerates such as Hachette or Bertelsmann, ­there has been a decrease in the amount of space for academic work at this level of trade publishing. Some of the largest publishers who used to publish scholarly books no longer do so, and the number of trade publishers specializing in t­ hese high-­end areas has decreased. Again, this varies a good deal by discipline and topic, but most would agree that the bottom line has become more and more impor­tant over this period, leaving less room for the serious book coming out of the acad­emy. At the same time, the growth of social media and academics on social media has given some academic authors an audience and a space for their ideas that is new and, in many cases, truly inspiring. Scholars are able to reach audiences beyond their field and the acad­emy. ­Those with a following may have readers Academic Book Publishing  121

seeking out their books—­and agents or editors who are ­eager to work with them. This might be similar to a kind of public intellectual success an academic might have had in an ­earlier era through writing for magazines or newspapers. The current moment is more demo­cratic and also rewards a dif­fer­ent set of writing and networking skills. The advantages of trade publishing have also changed over this period. Bookstores and review media are now only part of a wider landscape of sales and publicity. Over the last few de­cades, the number of in­de­pen­dent bookstores has sharply decreased from what it was, though some such stores have bounded back in this “shop local” moment. Chain bookstores that once drove in­de­pen­ dents out of business are not in good shape themselves. Chain stores have carried serious and even academic books at times, but they are very bottom-­line oriented and mostly feature the titles that sell the best. To have a book included in a display in t­ hese stores often requires paying a fee, something trade publishers are in a better position to do than are scholarly presses. Over the last ten or fifteen years, book review sections in newspapers and magazines have shrunk or been cut almost entirely, making it even less likely that your book ­will be reviewed ­there. In t­ hese and other ways, t­ here are more and more books trying to get attention in fewer and fewer of the older conventional spaces. Again, ­there is a counterstory ­here. At the same time that other venues have shrunk, participatory media—­online book clubs, Amazon reviews, Goodreads, and blogs with book recommendations—­have increased in popularity and in reach. In some ways, the shrinking of the physical in­de­pen­dent or chain bookstore has been replaced by the expansion of online reading recommendations. For any author with a new book, a social media platform is a way of getting out their ideas. T ­ hese platforms include relevant and often topic-­specific book groups, blogs, participatory forums, and a variety of mainstream and specialized journalistic outlets. Other features of the new social media publishing landscape include Twitter threads with hashtags, author websites, and author profiles on the sites of publishers, booksellers, distributors, and beyond. This wide array of social media sites helps to publicize work both in specialized fields and in related other fields, and have become a substitute for or complement to the remaining ­actual, physical neighborhood bookstores. Even as t­here are signs of some of ­those bookstores reappearing again, especially in academic communities, the online interaction amplifies while, conversely, also competing. It’s more than anecdotal that ­people wander through the local bookstore taking photos of books that they ­will then order at a discount on Amazon or for their Kindle. A publisher with clout and resources can be a huge advantage, at least if you are trying to reach a general audience. That large publishers have tools at their 122  cathy n. davidson and ken wissoker

disposal ­doesn’t mean they use them on ­every book. Not by a long shot. Someone estimated that at the big ­houses, 95 ­percent of the resources go to 5 ­percent of the books, which are expected to bring in 95 ­percent of the revenue. It is not uncommon to hear academics, perhaps used to a more hands-on university press experience, or having big crossover dreams, complain that their trade press ­didn’t take out ads or support their book in the ways they thought they could expect. Academics are often unrealistic about sales figures. Serious scholarly books published by commercial presses, even with the best advertising, may well sell less than ten thousand copies. The academic’s fantasy of getting rich through trade publication is, in 90 ­percent of the cases, just that: a fantasy. Still, ­there is no question that having the trade name on the spine, having a sales force dedicated to selling the publisher’s books, and having coordinated and connected publicity can be an advantage for certain kinds of books. A par­tic­ u­lar book may do better as a big fish in a smaller pond at an academic publisher, but such examples—­and they are plentiful—­are notable b­ ecause they buck the trend. Typically, if a trade publisher pays a large advance for a book, the com­ pany ­will work as hard as is necessary to recoup that cost. Once the book is no longer new, ­there is often a significant diminishing of attention to the book or its author. The familiar adage of trade authors is that a book has ninety days to make its mark; ­after that, the publicists and editors at trade ­houses turn their attention to new books or to their list’s top sellers. In the end, once a book is no longer selling, it is likely to be shredded or remaindered. Trade publishers are not known for their sentimental attachment to keeping books in print a­ fter ­they’ve ­stopped paying their way. They are not known for giving up rights e­ ither, so the book may stay in print, but only be available as an e-­book or in a print-­on-­demand form.

University Presses

University presses are justly known for their attention to scholarly content and for keeping books in print. But, of course, publishing with a university press comes with its own positives and negatives. University presses themselves vary greatly, from small presses that publish a handful of books a year to large ones that have multiple divisions and publish hundreds—or in the cases of Oxford and Cambridge, thousands—of books each year. Some may focus more on regional concerns, ­others are more heavi­ly academic. Most publish some books aimed at nonacademic audiences, and most have at least part of their list devoted to scholarship. Within the scholarly part of the list even the largest presses have areas in which they specialize, and w ­ hole other fields that are barely represented. Academic Book Publishing  123

With few exceptions, book manuscripts submitted to university presses ­will be peer-­reviewed. Though procedures vary greatly (as ­will be explained ­later in this essay), scholars in the field read a manuscript and it also goes before a press board composed of faculty of the hosting university, who must give their imprimatur on behalf of the university before the book can be published. While in some countries a university press w ­ ill publish work primarily or solely from its own university, in the United States, university presses almost always operate in­de­pen­dently in choosing which titles to publish. It’s rare for more than a small percentage of titles to originate at the press’s home institution and t­hese ­will generally be the result of a par­tic­u­lar coincidence of interests, rather than some preplanned program or obligation. University presses can be expected to speak the language of scholarship. Acquisition editors at most presses have one or more areas of academic responsibility, depending on the size and structure of a par­tic­u­lar press. While they do not necessarily have formal academic training in ­these areas, they attend scholarly meetings, track intellectual trends, and are responsible for guiding presses’ presence in ­these disciplines. They solicit manuscripts and choose which books their press should publish, and then help explain and situate the scholarship for other ­people at the press. Marketing departments at a university press ­will be familiar with many of the meetings, journals, and priorities in the fields in which the press publishes. However much they are also concerned about sales, the press as a ­whole ­will take pride in the recognition and awards that a book receives from its scholarly audience. Approximately one hundred university presses publish the work of all the scholars from all the universities in the United States. Not ­every university has a press and almost all university presses lose money publishing academic books. They publish scholarly books b­ ecause that is their mission. University presses exist to publish scholarship that would not be v­ iable in an open market. Some presses make up their losses from scholarly publishing through subsidies from their own institutions. A few are fortunate to have endowments or publish certain kinds of books (varying from regional guides and histories for state presses to esl—­English as a Second Language—­texts and Bibles for Oxford or Cambridge) that are perennially strong sellers. Sometimes one part of the press cross-­subsidizes another part. For example, a large journal-­publishing operation might cross-­subsidize the books division of the press. Still other presses run warehousing operations that make enough money to pay for scholarship. More and more, individual authors in the humanities and social sciences are being asked to help seek subventions from founda124  cathy n. davidson and ken wissoker

tions or their own institutions (in a manner analogous to the way scientists pay a per-page fee for articles published in refereed science journals). At this point in time, scholarly publishing w ­ ill only succeed with one form of subsidy or another. ­Every scholar must be concerned about the economics of scholarly publishing b­ ecause, in a way dif­fer­ent from and yet also analogous to trade publishers, trying to stay as close as pos­si­ble to a “break even” point makes a difference in which scholarly books university presses publish. A press can be proud when a book wins the prize for best in its field—­but if that book then only sells five hundred copies, the press ­will have to publish another book, somewhere, that ­will make up the amount of money that book lost. Most university presses have sales representatives who sell their books to bookstores, but only the very few largest presses have representatives who work for the press itself and only sell the books of one par­tic­u­lar press. Most presses sell their books through consortiums or the use of in­de­pen­dent sales groups that work on commission. This means your scholarly book is most likely to be in a bookstore in a college town or in an urban area. Nearly all the books ­will be available through the main book w ­ holesalers (it’s a very concentrated industry) and from online booksellers, which now represent the largest portion of the market. But ­there is no denying that over the last de­cade, the amount of bookstore space devoted to university press books has declined as a result of commercial pressures. University presses w ­ ill pitch their trade books—­the books deemed to be of the most general interest—to reviewers. Although they compete over shrinking space, university press books are still reviewed in major newspapers and magazines. Since university presses operate in the academic sphere, they generally give greater marketing emphasis to reaching the audiences for their books by advertising in academic journals and sending ­those journals review copies; by direct mail and email to all or part of a disciplinary organ­ization or to ­those teaching a par­tic­u­lar subject; and through displays at academic meetings. Most have active Twitter, Facebook, and Instagram presences as well. The combination of online presence and the easy availability of online purchase has put university presses on a more equal footing than has been the case for many de­cades.

Commercial Academic Publishers

Within the world of scholarly publishing, t­ here is a good deal of variety. Commercial academic publishers combine aspects of the academic and trade publishers with additional characteristics of their own. They are commercial, often

Academic Book Publishing  125

multinational, and frequently part of larger corporate entities that expect a substantial rate of return on their investment. Routledge and Wiley are two examples. Commercial academic publishers may be more academically focused than a given university press, or may have a balance of general-interest titles and specialized ones. Some are oriented ­toward bookstores; ­others put most of their marketing energy into reaching scholars directly. Peer review may or may not be a requirement. Since commercial academic publishers deal with scholars all the time, they are comfortable with peer reviews, but ­these may be more optional or less binding than at a university press. As with university presses, many scholarly presses specialize in a discipline or group of disciplines; the largest ­will cover at least as wide a range as the largest university presses. If university presses can barely break even publishing scholarship, how can commercial academic publishers make a profit d­ oing it? T ­ here are a number of answers to this question. Some commercial presses may see less need to publish monographs in a given area, putting more emphasis on general introductions or other works meant for teaching. Some publishers are able to use benefits of scale, in multinational reach or in cutting costs in production. Some mainly publish scholarship in prohibitively expensive library editions. Many publishers are also journal publishers, or reference or textbook publishers, and other parts of the same larger corporation may be involved in distribution or other aspects of the publishing business. Commercial academic publishers may also devote less attention to the details of publishing your work than university presses (which can be artisan-­like in attention to details or quality in editing, design, and production).

A Caution about Predatory Publishers

In addition to ­these three kinds of academic publishers, ­there are some kinds of publishers at the fringes that one would be wise to be careful about. An older form would be a vanity press, one that requires a fee to publish the book. Such presses ­will do ­little to promote the book, or to help a scholar’s c­ areer. Even the most metrics-­oriented administrator pressing their faculty to publish w ­ ill generally recognize and discount such publications. Similarly, recent years have seen the rise of what are referred to as “predatory publishers” who might aggressively market their ser­vices to scholars but do ­little for the book. In some cases, their model is arranged around collecting open-­access fees or publishing with ­little editorial or design work at inflated prices.

126  cathy n. davidson and ken wissoker

Choosing a Type of Publisher

­ here are some books that one could imagine having a successful life at all T three types of reputable publishers. ­There are many more books that could be published at e­ ither a university press or a commercial academic one. How does one choose which press is right for a given book? This requires a good deal of honesty with oneself about the book itself, a realistic understanding of who is g­ oing to read it, and one’s reasons for publishing it. What ­will the reader be expected to know ahead of time? What questions w ­ ill seem relevant and expected, what citations familiar, what w ­ ill make the argument convincing? Is the book directed at a par­tic­ul­ ar subdiscipline, or an interdisciplinary space, at t­ hose working through a par­tic­u­lar question? Is the hope that the book ­will get the author tenure or promotion? Or to influence national policy? To get on tele­vi­sion? To make as much money as pos­si­ble? It is difficult to sort through ­these hopes, plans, and motivations. Often the needs of dif­fer­ent readerships guide the text from section to section or paragraph to paragraph, with parts meant to reassure colleagues sitting uneasily next to sentences addressed to an ­imagined wider audience. Academics ­will sometimes judge their own work as available to a general audience based on its topic, or ­because ­there are large sections that are written with narrative verve. When the work is published, reviewers in general-­interest periodicals focus not on ­these sections but on academic arguments or language, citations, and references to other academic work. Since they expect the w ­ hole book to read like trade nonfiction, reviewers point out the parts least accessible and often use them to dismiss the work as “too academic.” You need to be honest about what you are writing and for whom. Beyond that, the best advice is to look at your own bookshelves. What has been published recently in your area, with the slant that you find appealing, and who published it? You ­will find certain kinds of books clustering at certain presses. If you see yourself in that com­pany, then you should begin the pro­cess of trying to place your manuscript by writing to the editors at ­those presses. Among university presses, t­here w ­ ill usually be a number of plausible options for a given field or subfield. In some fields, se­nior ­people ­will think of ­those as firmly ranked, in o­ thers they ­will be seen as equally good options. You ­will want to balance the stature of the publisher, your own rapport with the editor, the place of a given list in the overall direction of the field, and the degree of interdisciplinary orientation in your work and in the press’s approach, along with more material considerations such as pricing, the availability of paperback and digital editions, and book design. Academic Book Publishing  127

Approaching a Scholarly Publisher

If ­you’ve de­cided your book is best suited to a commercial academic press or a university press, what do you do next? At this juncture, the advice is the same for both kinds of academic publishing: Check out the websites. Most presses ­will have directions for submitting proposals and a list of editors and their areas. The best, most basic advice is to follow ­those instructions carefully. ­After selecting presses that seem best suited to your work, you can contact the press to see if they are interested in you. You might start with a list of five or ten possibilities—­this ­will vary with your field—­and then choose to write to your top choice first, or to write to five or six v­ iable ones at the same time, depending on how sure you are of where you would like the book to end up. ­There are several common pieces of advice to bear in mind. In general, it is better to write to someone in par­tic­u­lar rather than to “Dear Editor” or “Dear Social Science Editor.” It shows that you have done some homework. (Using a first and last name is perfectly acceptable for someone you do not know; a first name is fine if you are comfortable using a first name, and an honorific or title is okay if you wish to use one. It turns out this is a question that stymies many authors preparing to send an email. Basically, be polite and go with the form of address with which you feel comfortable and professional.) Few if any editors w ­ ill want to see a w ­ hole manuscript at this initial query stage ­unless they have previously requested it. Editors usually w ­ ill be willing to see a short proposal sent by email attachment, but it’s best to check the press’s website to be certain. An initial email inquiry about the editor’s interest in seeing a prospectus or the suitability of the proj­ect for a press is generally welcome, though not at all necessary. A standard proposal consists of a cover letter explaining the proj­ect, a chapter by chapter breakdown, a cv, and a sample chapter or two of the text. The cover letter should emphasize the most impor­tant information first: the field of the author, the argument or contribution of the proposed book, and how it w ­ ill fit into the list of the par­tic­u­lar press. It’s useful to say something about the intended audience—­“gradu­ate students and faculty in po­liti­cal philosophy”—­but not useful to extend that audience unrealistically to “every­one interested in issues of race and justice.” Remember that the editor ­will know much more about the market for books in the areas in which the press publishes than you do, so elaborate lists of courses or areas of interest w ­ ill rarely show you in a good light. Similarly, a shorter cv is fine; the press w ­ ill not need to know e­ very course you have taught or ­every guest lecture you gave. The letter should also explain how much of the manuscript is now ready for review, and your timetable for completion of the full manuscript. If the 128  cathy n. davidson and ken wissoker

manuscript is a revision of a dissertation, say so. Explain where you are in the pro­cess of revising and the scope of your revisions. If it is a new work, explain what parts are finished. If the editor is interested, they ­will want to see more. The proposal should be timed so that they can; if an editor writes back excited about the proj­ect and soliciting more material, you ­will want to be able to provide some, not say it ­will be ready in six or ten months.

From Dissertation to Book

If you are sending an editor a manuscript based on a dissertation, you should not only acknowledge its origins but you should also indicate the ways that the new book departs from the dissertation that spawned it. Almost no scholarly publishers in the United States ­will publish a dissertation as is, but many first books start their lives as dissertations. The reason that no one ­will publish them is not pride (or prejudice). It is b­ ecause in very concrete ways, a dissertation is a radically dif­fer­ent genre of writing than the book that arises from that dissertation. Much has been written about the topic of revising a dissertation into a book. William Germano’s From Dissertation to Book (2nd ed., University of Chicago Press, 2013) is the best and most comprehensive guide to how to transform a dissertation into a book. And “transform” is the operative word in most cases. The crucial difference between a dissertation and a book is that your committee members are paid to read your dissertation. You wrote it knowing who your readers would be. By the end of the dissertation, you may have made an argument but the purpose of the dissertation is to show you have mastered the field and added something of substance to it. Its purpose is not to argue a position and marshal evidence in a way that supports that argument. ­Because no one has to read a book, it becomes the author’s job to move the reader from the first sentence, paragraph, page, or chapter to the second. Rather than assuming the reader ­will be willing to slog through all the genuflections and summaries of other scholarly work before getting to the writer’s own contribution, in writing a book, you have to pre­sent your argument from the start. It becomes the arc and mea­sure of every­thing ­else you include in the book. Unlike a dissertation, which may include parts adapted from seminar papers or written so you can make a case that you deserve a job in a par­tic­u­lar field (e.g., the chapter on Phillis Wheatley might qualify you for an early Americanist position), ­every part of a book needs to develop the argument and push it further along. In short, revising a dissertation is not about salvaging as much of the original as pos­si­ble. One or even several chapters may turn out to be journal articles and Academic Book Publishing  129

not be part of the final book at all. This may seem frivolous, but it ­isn’t. Finding the best way to make the book’s argument is more efficient in the long run than trying to salvage that dissertation—­and leads, in the end, to a book manuscript more likely to be accepted for publication.

Submitting Your Manuscript

Presses receive many more proposals than they can possibly publish. Presses often must turn down manuscripts that they could publish with pride, simply ­because ­there are more good possibilities than time, staff, or financial considerations allow. Generally, the number of books a press publishes is roughly or even exactly bud­geted well in advance. The books it chooses to publish have distinguished themselves in some way from many equally good possibilities. For that reason, among ­others, it is worth trying to meet an editor before or at the same time as submitting a proposal. If one is choosing among presses, this is a good way of sorting out who understands the proj­ect. The editor can provide much helpful advice not only about how to submit the manuscript but on how to finish it, how long it should be, how it might be or­ga­nized, and so forth. The editor often has a better grasp of the latest work coming out in a field than many scholars within the field simply by virtue of the stream of new manuscripts constantly coming across her desk. If you are at or close to the stage of shopping your proposal, you can email prospective editors to see if they w ­ ill be attending an upcoming academic conference. In general, editors are more likely to attend national disciplinary conferences than local or regional ones, but that w ­ ill vary with the press, editor, and field. An editor w ­ ill only have a finite number of slots available to meet with ­people, and the schedule w ­ ill include authors and potential authors at all stages of the pro­cess, so they may or may not have time to meet at a par­tic­u­lar event. Some editors make a practice of being in their press’s booth at the conference book exhibit and may encourage you to stop by. O ­ thers may offer to make an appointment to talk about your work. They may express interest in seeing a proposal but be too busy at the conference to meet you in person. They may let you know that the proj­ect is unlikely to be suitable for their press’s list at that time. All of ­these are productive outcomes. It is generally not a good idea, at least in most disciplines, to simply plan on walking through the book exhibit hoping to meet editors and talk about your proposal. Editors may or may not be in the booth. If they are ­there, it’s a fine place to introduce yourself, but a poor place to do a standing full pitch for your book, ­unless asked. It’s also not a good idea to pass out copies of your proposal, 130  cathy n. davidson and ken wissoker

or to leave copies unsolicited for the editors at the press. Such proposals may or may not make it back to the press itself and rarely would be considered an ­actual submission requiring a response. You can use your time at the book exhibit at a professional conference to see what vari­ous publishers have on display in your area, to talk to the press’s representatives in the booth to see what they are most excited about, and, of course, to select the books you most want to buy and read when they are, literally, “hot off the presses.” Once you have made contact with the editor, once you believe your manuscript is ready to be evaluated, you should ask the editor about the next steps. They may want to see a prospectus and a sample chapter, or the entire manuscript. The sample requested may vary if this is a revised dissertation or a second or third book. If you send a prospectus by mail, the response time w ­ ill vary from editor to editor and press to press. You may hear back right away or it may take as long as several months. Dif­fer­ent editors and presses w ­ ill have dif­fer­ent systems in place—­and of course editors’ efficiency and habits vary as much as anyone e­ lse’s. Timing may or may not reflect the level or clarity of interest. Sometimes a quick response w ­ ill mean an obvious yes or no for the editor; a slow response may mean the editor is traveling or simply backed up. It is fine to check in occasionally ­after the press has had the proposal for a month or two. One might check with the editorial assistant or contact the editor directly. If a press is your first choice, but other presses are expressing interest, it’s usually a good idea to let the editor know.

The Review Pro­cess

Typically, an editor reads the material you send and decides w ­ hether it suits the needs of the press and has good publishing prospects. The editor may read the ­whole proposal or just enough to make a decision. That verdict may reflect a judgment about the work itself, its academic interest and importance, or it may be based on the press’s priorities—­list-­building or financial—at the moment. Even if a press has published a lot in an area, they may not be looking for more such books at a par­tic­ul­ar time. A decision that is based on the work might reflect the topic or the execution, or a combination of both. It’s rare to get as much frank feedback about the particulars as you would like, though on occasion a good relationship with an editor can help elicit some guidance. Once an editor decides to pursue a proj­ect, scholarly peer review is the next step in the pro­cess. ­Here, procedures begin to vary from press to press as well as with the stature of the author and the type of book involved. Most academic presses like to have two external reviewers. ­There are presses that might Academic Book Publishing  131

regularly use more and some that use one reader internal to the press and one external reviewer. Generally, review ­will be a single-­blind process—­the readers ­will know your name, but you ­will not know theirs, though some presses allow reviewers the option of revealing their identity to the author. In most cases, presses ­will exclude ­people at your own institution or, if this is a book developed from your dissertation, members of your dissertation committee or home university. Some editors ­will be open to suggestions for ­people who might be appropriate reviewers, or w ­ ill ask if t­ here is anyone who should be avoided. It’s fine to offer to provide such a list. It is not appropriate to try to insist on who the par­tic­u­lar readers should be. Some presses ­will look for a combination of ju­nior and se­nior readers; or ones presumed to be friendly and less friendly to a par­tic­ u­lar approach; or someone who knows the theory or method and someone who specializes in the par­tic­u­lar subfield; or, in the case of interdisciplinary work, one person from each of the intersecting fields. With a commissioned book, or a proposal from a very se­nior person with a long track rec­ord in a field, a small amount of material may be all that is required for a review. A reader is presumed to have a lot of extratextual knowledge about the author’s ability. In general, the less a reader might know, the more of the manuscript the press might want to send to that reader. Since the readers give helpful advice, the more they see, the more useful their advice can be to first-­time authors or to t­ hose new at the par­tic­u­lar kind of proj­ect. Some presses would prefer to send out a w ­ hole dissertation with a cover letter about the revision, for example, rather than a revised chapter or two. Writing a single chapter can be like writing a journal article, and may say l­ittle about the way the ­whole argument works. Reviewers read manuscripts as a ser­vice to the profession and are ­doing this in addition to their other academic obligations. Thus, the time the review pro­ cess takes is always more unpredictable than presses or authors would like. Some readers read remarkably quickly while o­ thers drag on for far too long. You should ask up front how long the press expects the pro­cess to take, but also expect considerable variability. Unlike submission of journal articles, t­here is no automatic proscription against submitting book manuscripts si­mul­ta­neously to more than one press. Some presses ­will only look at some proj­ects if they can look at them exclusively; other presses are willing to compete for a manuscript. If a press asks you if they can consider your manuscript exclusively, it’s your choice. If you agree, you are bound by it. The press, of course, is not obligated at all, so if you have initial interest from several presses at an early stage, it would be wise to consult them before agreeing to give one exclusive rights of review. 132  cathy n. davidson and ken wissoker

It is impor­tant to know that exclusivity never applies to initial inquiries, only to the review of the manuscript. While exclusivity appears to express enthusiasm, it may also reflect that the press might feel it’s not worth their time and effort to send out your book to reviewers if they c­ an’t be sure they w ­ ill be able to sign the book up in the end. If you decide to submit your book si­mul­ta­neously to more than one press, it is both ethical and useful to let each of the presses know. They ­will want to know which presses they are competing against, which makes sense. If they want to publish your book, they w ­ ill need to highlight their strengths against ­those of the other specific presses. It is rarely advisable to have more than two or three presses reviewing a manuscript at the same time. The burden of work for the presses and the reviewers in your field grows with each additional press. If your manuscript has made it this far, chances are that if one press wants to go forward to contract, the ­others w ­ ill as well. Eventually, you w ­ ill need to make a decision, which becomes harder as relationships deepen during the pro­cess. This is not a situation in which you need a “safety school.” Interestingly, se­nior scholars, who one might think could have more to gain in a competitive situation, submit si­mul­ta­neously much less often than ju­nior scholars. If you are a ju­nior scholar with an editor you like who is enthusiastic about your proj­ect, you prob­ably ­will have no need for additional suitors. ­After reviews are in, the pos­si­ble paths begin to vary even more. If the reviews are negative, or discouraging in some way to the press, that may be the end of the pro­cess at that press. At some presses, this endpoint may come at the moment of financial reckoning. They might send a manuscript out to see if it seems like a potential prize-­winner, but if it is judged to be merely very good, the press may decide that it’s not a proj­ect they can afford. In most cases, though, if the reviews are generally supportive—­even if they make pages of suggestions—­the author ­will be asked to write a response.

Responding to Reviewers

The author response is an unusual genre of writing, and quite dif­fer­ent from the response you might offer to a critique of your work in any other forum. In fact, the art of reading and responding to reviews is one of the most impor­tant parts of a publishing ­career. And it ­isn’t easy. Feedback is seldom easy to accept, especially when it comes on a proj­ect on which y­ ou’ve been spending many of your waking hours for three or five years. Learning to accept what you can from readers’ reports and to read them with the awareness that someone spent a lot of time reading your Academic Book Publishing  133

manuscript (and for a token fee) is truly an art. Instead of trying to defend your manuscript or arguing that your questioner is off base, when you write your response, you need to assume the responsibility of taking in what­ever critique is useful t­ oward the final goal of making your manuscript as good as it can be. Authors often ­will point to their excellent intentions and good motives. ­Those are not the issue. The point is how well you are communicating your ideas and your argument. The review pro­cess is the first official test of w ­ hether you are succeeding or failing. It can be compared to a Hollywood test screening. If the director expects the audience to be weeping at a certain scene and instead they are giggling, it’s not helpful to curse the audience. The director has to go back and recut. The same is true of your manuscript. You control the text; you have to make it work. The response to reviews is an opportunity to say how you w ­ ill do that. Sometimes readers ­will offer contradictory solutions to the same prob­lem. In other words, two readers w ­ ill focus on the same part of the text but w ­ ill provide dif­fer­ent diagnoses and dif­fer­ent prescriptions. Authors often, understandably, feel confused or angered by such contradictions. But what you should try to see is that something impor­tant is happening in this aspect of your book, but it i­ sn’t quite working. Your readers are trying to find a solution, but you are the author. What they are ­really saying is that, in one way or another, this is an argument that needs more work, more attention, more development. They may not have the right solution, but they are urging you to pay close attention to this part of your manuscript and to work to develop it successfully. Editors know that responding to readers’ reports is difficult. Your editor w ­ ill help you write your response and may provide you with some guidelines for the appropriate kind of response necessary to move to the next stage in the publishing pro­cess: a contract for your book.

Obtaining a Contract

Once you have responded adequately to your reviewers, procedures w ­ ill be initiated within the press that ­will lead to a contract. ­These procedures vary and your editor ­will need to explain how the pro­cess ­will work in your case. Often presses have boards, which may be of two types. First, at commercial academic presses and most university presses, ­there are internal boards involving some combination of editors, sales or marketing ­people, and the press director; sometimes managing editors, a press financial officer, and man­ag­ers of design and production also participate. At some presses, the board might be all editors, at ­others it might include representatives of a number of departments at the 134  cathy n. davidson and ken wissoker

press; at some presses, the director may have sole say, at ­others a wide consensus may be required. The second kind of board is typically an advisory board composed of university faculty. Some state university presses include faculty and other representatives from the dif­fer­ent campuses. ­These faculty boards “guard the imprint” and represent the academic oversight for the press’s list. Procedures at this stage may vary as well. At some presses, an internal board approves a proj­ect which then goes to a faculty board, whose approval is necessary for a contract. At o­ thers, an internal board makes the decision on a contract and the faculty board gives its approval ­later on, when the revised version of the manuscript is deemed ready for production. Most faculty boards consider each manuscript separately; o­ thers approve w ­ holesale the press’s activity over a longer period. ­There are advantages and disadvantages to each of the systems. As an author, you should query your editor about the par­tic­u­lar pro­cess at the press. ­Don’t assume it w ­ ill be exactly the same pro­cess that colleagues have gone through at a dif­fer­ent press. Once you are offered a contract, read it carefully. Some contracts issued in advance are also final contracts. O ­ thers ­will be replaced by final contracts. Some advance contracts d­ on’t commit the press to anything more than reviewing a ­later manuscript; some are binding u ­ nless something unusual happens. Again, the best advice is to ask your editor about the press’s own conditions and procedures. If you have questions about the contract, start by asking your editor. If t­ here is some point about which you remain unsure, you might consult colleagues who have published at similar presses. Most contracts are conventional. Consulting friends or relatives who are agents and accustomed to the substantially dif­fer­ent conventions of trade publishing, or ­lawyers used to poking holes in contracts, rarely turns out to be productive.

Royalties and Advances

­ arlier in this essay, we noted that most scholarly publishing loses money. This E is impor­tant to remember as you read your contract and get to the bottom line. ­Every contract has a royalty agreement but, for the vast majority of academic books, the a­ ctual amount of money earned from the book itself ­will be trivial, especially relative to the other indirect forms of remuneration (promotions, merit raises, competitive job offers) that result from academic publishing. Most university and commercial academic presses ­will pay royalties on sales of the book. Usually t­ hese ­will be on “net receipts”—­the amount of money the press receives from sales of the book. Trade publishers generally pay royalties on list Academic Book Publishing  135

price, regardless of the discount at which the book was actually sold. It would be a rare author who could move a press from its normal way of accounting, but if you are comparing arrangements with o­ thers, you should understand this difference. It is fairly common, when books are published si­mul­ta­neously in library cloth and paperback editions, for authors to forgo royalties on the library cloth edition (which now rarely sells more than one hundred copies). Other than that, an author could expect to have some royalties on most sales, though t­ here are some presses which offer no royalties on the first hardcover monograph sales. This is not the usual practice, however. When presses vary royalties from contract to contract, it usually reflects some combination of the perceived status of the author and the sales prospects for the par­tic­u­lar book, together with any competitive considerations. An advance is the payment of some of the expected earnings from royalties, paid in advance of the publication and ­actual sale of the book. It is not a signing bonus, in the sense of additional money, but rather represents the faith of the press in the book’s eventual sales. It is customary for advances to be paid in parts, such as half on signing and the remainder on final ac­cep­tance or publication. In cases that advances are offered—­and this also varies from press to press and book to book—­the amount can vary from a few hundred dollars to a few thousand. T ­ here are cases in which university presses have paid advances in five figures rather than three or four, but they are comparatively rare. If you have more than one press offering a contract, you should compare the royalties and advance between them, but you should also inquire about how the press plans to publish and position the book. Some t­hings ­will be negotiable and some not. Presses w ­ ill often match an offer from another press in some way to get a book. For instance, a press might slightly up an advance or royalties, or a press that would other­wise plan to publish clothbound editions only might agree to a simultaneous paperback. In the end, you ­will need to decide where you want the book, since ultimately the offers are unlikely to differ by much. A $500 difference in the advance from one press, for example, may not counterbalance another press’s reputation in your field, or differences in book design or marketing approach, or an offer to publish the book si­mul­ta­neously in hardcover and in paper.

Open Access

The publishers discussed ­here generally depend on book sales to break even, in the case of university presses, or to contribute to the profitability of the com­pany, in the case of commercial academic ones. While open access fulfills one impor­ 136  cathy n. davidson and ken wissoker

tant goal of scholarly publishing—­the widest pos­si­ble distribution of a scholar’s work—it has taken some creativity to figure out how to achieve that in a sustainable way. Much of the early interest in open-­access publishing came from the high price of commercial scientific journal publishing, which was taking up a vastly disproportionate amount of academic library bud­gets, much to the concern of the scientists involved and of national agencies that ­were frequently funding the research. Some commercial publishers responded by allowing authors to pay to have their research published in an open-­access fashion, collecting money up front rather than waiting to see if the par­tic­u­lar article caught on. Scientists w ­ ere then often able to build such fees into their grants. This model runs into obvious trou­ble when applied to the humanities and narrative social science, which are book fields, and where scholars usually do not have extensive grant funding. T ­ here have been a few voluntary or foundation-­supported open-­access presses in the humanities, but for the most part, the open-­access efforts are scattered and still in development. One notable recent effort has been tome (­Toward an Open Monograph Ecosystem), which was jointly created by the Association of American Universi­ ties (aau), Association of Research Libraries (arl), and Association of University Presses (AUPresses). Participating universities give a significant subsidy for publication of a book by one of their faculty to that professor’s press, in return for the press publishing the book in an open-­access form. The subsidy is not enough to replace all the revenue that a press would make from selling a reasonably successful monograph, but it can put a book in small-­selling field on a more level playing ground with larger-­selling ones. T ­ here is an ongoing program called Knowledge Unlatched that has a similar effort based on library contributions, and some presses have developed their own programs. If this is impor­tant to you or in your field, be sure to ask your editor about it early on. Most presses w ­ ill prefer a hybrid approach, wherein they are selling the book through online and conventional bookstores, in digital editions, and at academic meetings, while also having it available as open access for t­ hose who cannot afford it or for whom the open version better suits their needs. Sometimes the printed versions are only printed on demand, but in many cases, they are printed as usual.

Subsidies

As noted above, it has become conventional for university presses to inquire ­whether an author’s institution has funds to help support publication of their book. The sources of such funds ­will vary from institution to institution. At some places, a scholar’s dean or department chair ­will be able to offer such support. Academic Book Publishing  137

Other institutions may have a centralized fund with set times for applying, or have a competitive pro­cess. Any press ­will appreciate such support, so it is worth asking one’s dean or department chair how that works ahead of time. Often such funds can be built into start-up packages or competitive offers. The scholar’s press w ­ ill be able to supply the book’s bud­get or other materials to establish why the funds are needed. Fi­nally, it is worth noting the difference between the general support that helps underwrite the cost of publishing the book, and money required to do something specific, such as including color illustrations. Presses w ­ ill be hoping for the former, though sometimes the two can be usefully combined into a single ask.

Deadlines and Delivery Dates

A contract signed in advance of the final manuscript ­will usually contain a date for turning in the revised and completed version. If you are asked to proffer such a date, be kind to yourself. Choose a date that gives you enough time for the many changes in location, institution, partner or ­family status—­not to mention the complications of research and writing itself—­that can intervene. U ­ nless the publishing program changes radically while you revise, publishers are likely to understand if you need more time than expected (as long as you ­aren’t churning out books for other publishers in the meantime). Stay in touch with your editor and apprise them of your pro­gress, and if you need more time, ask. This might be a good time to mention that the full pro­cess from contract to publication takes much longer than scholars imagine when they emerge from gradu­ate school, mostly b­ ecause the pro­cess of producing a manuscript and seeing it through all the dif­fer­ent stages of peer review and revision is a larger task than anticipated. When you turn in the revised manuscript, procedures once again ­will vary by press. If the faculty board voted at the time of contract, they may or may not need to approve the completed manuscript. At some presses, it w ­ ill be between author and editor to determine if the manuscript is ready for production. At ­others, the manuscript ­will go back out to reviewers for their judgment. Again, each of the systems has advantages and disadvantages; you w ­ ill want to understand the procedures at your press.

Gathering Art and Permissions

Your book manuscript is not complete and is not ready to go into production ­until you have secured all of the art and the proper copyright permissions for both quotations and images. In most cases, obtaining the art and permissions 138  cathy n. davidson and ken wissoker

for a book is the author’s responsibility. This should be spelled out in the book contract, but it is worth talking to your editor about early on. The author is generally responsible for paying any costs involved in obtaining acceptable copies of images, and in securing the rights to reproduce them in the book. The ­earlier you start gathering and preparing the art and permissions, the better. The requirements w ­ ill vary from press to press, so it’s best to find out what your press ­will require early on. The press may demand higher-­quality images than you expect. The scan that looks perfectly fine posted online or in a Power­Point pre­sen­ta­tion may not be of sufficient resolution to work for print. As books became searchable online, permission requirements have generally tightened. The monograph that once might have had only a small circle of readers, few of whom would have cared about the rights for materials included, is now readily and fully searchable by anyone. Presses are consequently more careful to make sure permissions are secured and that they match the needs of the book. A book that ­will be distributed around the world ­will require that the author obtain world rights for the material included. If the book w ­ ill come out in a digital edition, the permission should specify that. Many university presses are supporters of fair use. Fair use is an impor­tant part of the copyright law that allows reasonable use of material ­under copyright for the purpose of criticism. It is worthwhile learning about both fair use and public domain—­Wikipedia is particularly good ­here, but ­there are many sources—­and then checking with your editor on how your press sees the issues. Fair use is always a m ­ atter of interpretation, and each press w ­ ill have a dif­fer­ent sense about what ­will count.

From Manuscript to Book

Once the manuscript is fi­nally complete (including with all permissions obtained and approved), it is ready to go into production. Schedules for production are no longer flexible. Typically, the pro­cess of turning a completed university press manuscript into a book takes nine to twelve months. This ­will usually involve the press’s professional copyediting, you reviewing the edits, manuscript clean-up back at the press, design of the interior, typesetting, proofreading, indexing, cover design, and fi­nally printing and binding. As you have no doubt guessed by this point in the essay, the particulars w ­ ill vary from press to press and the timing from book to book, depending on length or workloads, even at a single press. At many presses, a managing editor w ­ ill oversee the copyediting, which is done by freelancers. Elsewhere, it is done in Academic Book Publishing  139

­ ouse by press staff. Many presses use freelance design, while o­ thers are proud h of their in-­house designers. Some presses have stock interiors; o­ thers design them afresh each time. You may be solely responsible for proofreading or t­ here may be a professional proofreader as well. Indexing is often, but not always, the responsibility of the author. You may be tempted to hire a grad student or a professional and should bear in mind the needs of the audience that w ­ ill be reading your book, and what they ­will expect to find in the index. A professional indexer might be perfect for a narrative history, but lost in a theoretical work featuring a variety of unfamiliar terms. Commercial academic presses tend to be faster, sometimes by skipping, combining, or reducing stages. In all cases, though, ­there ­will be absolute deadlines, with tight turnaround times, at several stages in the production. You w ­ ill be expected to meet t­ hese deadlines, even if it means changing your vacation dates or proofreading days ­after your child’s birth. Your book ­will be in a cata­log, with an announced date, and the production pro­cess is geared to ensuring that what is promised in that cata­log is available when the press says it w ­ ill be. That date, by the way, is conventionally a publication date—­for publicity—­and is usually a few weeks ­after the physical books are available. This comes from the trade necessity of having books already in the bookstore when reviews appear. You, your editor, and the press’s marketing department ­will all want the book out in time for impor­tant academic meetings. It becomes crucial to treat the schedule for returning copyedited manuscripts or page proofs like a train schedule. You have to show up on time. Once the book is out, you w ­ ill be certainly glad you did.

Becoming an Author

As with a basketball shot or a golf swing, the follow-­through is critical to success a­ fter your book is published. Your follow-­through is key to the success of the ­whole effort. The press w ­ ill work hard, but t­ here are many t­ hings that happen for a book primarily b­ ecause of the attention, presence, and networks of the author. The moment of publication is not a time to dis­appear in postpartum abjection. You should make a special effort to show up at conferences or to arrange to give talks about the topic of your book. It’s a crucial part of promoting the book and ensuring that it gets into the hands of colleagues and students in your field, and it is also a significant part of your responsibilities as an author. ­After your book is published, it’s excellent to take advantage of your own social media presence to make sure your book circulates as widely as pos­si­ble. 140  cathy n. davidson and ken wissoker

You may be given a discount code by the press which you can share, or be able to link to reviews or events. It’s a ­great time to call in ­favors from your gradu­ate school cohort or the peers you have hosted. If travel ­isn’t practical, even offering to video chat with a class can make a difference. This is also an exciting part of book publishing and key to being both a scholar and a writer. You might find yourself in dialogue about the book with a scholar you admire but never met, or with grad students eagerly devouring your work. ­After all the time spent alone writing a book, it is gratifying to see the impact the book is having on o­ thers. Fostering that goal is as good for you as it is for ­those fortunate to read the book on which you have labored for years. Again, university press books lose money for the universities that own them. ­Doing your part to ensure that your book sells enough to pay for itself should be seen as a professional commitment—­and it is a commitment that ­will be as good for your ­career as it is for scholarly publishing more generally. The best reason to stay engaged with your book even a­ fter it has appeared in print is ­because ­you’ve earned it. The ­whole pro­cess of writing a book and seeing it through publication is a long one. It is often frustrating and almost always solitary. Seeing your book actually read and appreciated by o­ thers, being part of an ongoing discussion of its ideas, and being able to watch its impact on the thinking of ­others is one of the joys of publishing. Other­wise, why not simply think one’s thoughts? Why bother about a book if it i­ sn’t to communicate? Reaping the personal satisfactions of authorship, of communicating your ideas with the world you may not have known before you began writing, is an extremely positive part of the publishing pro­cess. But it is not the end of the pro­cess. Not at all. In fact, it may well be simply the beginning of your next book proj­ect.

Academic Book Publishing  141

16. Holding the Space: Reflections on Small-­Class Teaching and Learning magdalena mączyńska

A classroom can be many dif­fer­ent spaces. Depending on your institution, it can be more or less inviting, more or less conducive to the l­abor of learning. Its walls may be painted uninspiring beige. Its heating system may not function properly, and you may find yourself alternately opening the win­dow—­propping it up with abandoned books and erasers—­and slamming it shut. Your classroom may have no win­dows at all. It may be furnished with a collection of uncomfortable chairs with rickety plastic tops on which students are expected to balance their books, notebooks, writing implements, handouts, and w ­ ater ­bottles; or with rows of front-­facing, bolted-­down ­tables that cannot be arranged into more egalitarian configurations. If you are very lucky, your classroom is beautifully designed and contains every­thing you need, including state-­of-­the-­art technology and comfortable seats for all. Alternatively, it may not be a “classroom” at all but a lab, a studio, or a digital platform. What­ever space, physical or virtual, you and your students enter on the first day of class can potentially become a locus of transformation. You are the custodian of this vital space; you are charged with activating and sustaining its transformative powers. Why dwell on ­these details of interior design? ­Because, as ­Virginia Woolf taught us in “A Room of One’s Own,” material conditions are fundamental to intellectual and creative endeavors; b­ ecause, as Ira Shor taught us in his academic ethnography When Students Have Power (1996), “classroom furniture helps discipline students into a status quo of in­equality”; ­because, as bell hooks taught us in Teaching to Transgress (1994), American university classrooms routinely

reproduce racist, patriarchal, and class hierarchies, promote conformity, and refuse to make space for the transgressive energies of plea­sure and excitement. Many of our students ­will arrive numbed to ­these institutional realities and their material manifestations. In the last fifty years, radical educators have encouraged us to ­counter the hierarchical, passive model of learning-­as-­information-­transfer from the professor’s full mind to the students’ empty ones—­what Paulo Freire famously called the banking system of education. Freire’s dialogical method, Ira Shor’s power-­ sharing, bell hooks’s teaching as practice of freedom, and Ngũgĩ wa Thiong’o’s decolonizing curriculum offer power­ful examples of critical pedagogies. A growing body of scientific research on ­human learning confirms what pedagogical visionaries knew all along: the best learning happens when students ask questions and solve prob­lems relevant to their lives and communities; learning is profoundly social and inextricably linked to emotions; learning is deepened by metacognitive reflection. Overcoming academic alienation not only produces a more just education, but a more effective one. Even the fortunate students who already feel at home in academic settings can benefit from a more active, socially embedded, holistic, and reflexive education. And all students can benefit from an education that promotes the kinds of creative, collaborative, and intersectional thinking necessary for navigating t­ oday’s shifting digital landscapes and multidimensional po­liti­cal and environmental crises. In a small-­class setting, professors are perfectly positioned to foster inquiry-­ based, community-­grounded, self-­aware learning. We can begin by inviting students to reflect on where they (and we) are situated within the educational system, and how the educational system in turn is situated within an interconnected network of larger forces, synchronic and diachronic, that have s­ haped the par­tic­u­lar academic classroom where we find ourselves t­ oday. Regardless of our disciplines, we have the opportunity not only to teach the what of our course (the content or skills we w ­ ere hired to “cover”), but also the why: to demystify the pro­cess of knowledge production and dissemination, of which students too often see themselves as passive recipients. This proj­ect of de-­alienation starts with acknowledging the positionality of each student and each professor, with considering the intersecting dimensions (material, historical, socioeconomic, environmental, po­liti­cal, cultural) of the chairs on which we sit. The academic classroom has never been a neutral space; our students’ histories, no less than our own, shape our shared experience. We may face a group of students reluctant to acknowledge our authority; or, conversely, we may ­settle too easily into an overconfidence born of unacknowledged privilege. By making vis­i­ble the lines of power r­ unning through our classrooms, and by allowing our Small-Class Teaching and Learning  143

students to teach us, and one another, we can build a better academic community. The small class, where every­body knows every­body’s name, is the perfect laboratory for such collaborative experimentation. No single pedagogical strategy or piece of instructional technology ­will automatically guarantee active learning, let alone the development of intellectual, social, or po­liti­cal agency. Nevertheless, some modes of teaching are more conducive to achieving t­ hese goals than ­others. What follows is an overview of evidence-­based best practices in academic teaching, informed by my own experience as an immigrant, white ethnic, straight, cis female, neurotypical, able-­bodied, middle-­class, full-­time professor of lit­er­a­ture at a small urban liberal arts college. My focus h ­ ere is small-­ classroom teaching (even though some of the most exciting learning ­today admittedly happens outside academic walls: see Charles Piot’s and Laura M. Harrison’s chapters on virtual and community-­based education), but much of what I discuss can be adapted to other settings. ­Whether you are a novice or a seasoned instructor, what­ever your job description and academic discipline, I hope my essay gives you useful ideas for activating your students, renewing your teaching practice, or simply rediscovering purpose and joy in the classroom.

Break the Lecture

The most traditional (and criticized) academic teaching method is the lecture: typically, a single professor talking to a group of s­ ilent students in a large hall, or on a screen if in the form of a massive open online course (mooc). To migrate this format to a small classroom would be a wasted pedagogical opportunity. On the other hand, although many successful teachers forgo it altogether, lecturing can be useful as long as it comes in short segments embedded within a well-­ designed active learning experience. H ­ uman attention generally wanes a­ fter about fifteen minutes, so we must intersperse lecture segments with activities that allow students to apply, analyze, synthesize, and evaluate (to borrow Bloom’s taxonomy) their newly acquired knowledge. As with any other text we might assign, we can help students get the most out of our mini-­lectures by offering opening, check-in, and closing activities. ­These can be as ­simple as asking questions before, in the ­middle, and ­after our talk (“How would you define racism to a seven-­year-­old?”; “What are the three definitions of racism I’ve discussed so far?”; “If I w ­ ere to give a one-­question quiz on the subject of racism next week, what should be the question?”). A more advanced version might involve posing an opening prob­lem (“Why should Controversial Figure be allowed/disallowed to speak at our campus?”); or asking students to consider the contents of the lecture from divergent points of view 144  magdalena mączyńska

(“Summarize the two main points of my lecture in a headline for cnn and for Fox News”); or negotiating the content of f­uture lecture segments with the class (“Which of the l­egal cases I mentioned t­oday would you want to hear more about next week?”). The idea is to spark student interest; to connect new content to existing knowledge and experience; to guide the listening pro­cess and encourage information retrieval; to involve students in decision-­making about their own learning; and to allow space for engagement with the material beyond the rote query “Are ­there any questions?” (which students take as a signal to begin packing their bags). ­These activities also allow professors to gauge student (mis)understanding of course material, promote student-­to-­student learning, and learn something new by considering their area of expertise from unexpected points of view. The model described above clearly abridges the role of content delivery (once perceived as the main business of an academic session), reducing it to a segment within a diverse educational experience. A more radical version of this abridgement, the “flipped” classroom, moves the introduction of new content out of the classroom entirely, asking students to read or watch course materials at home, while reserving class time for more active forms of learning involving higher-­order cognitive operations. While the flipped classroom is a recent development (pop­u­lar­ized by peer-­instruction champion Eric Mazur), a traditional humanities seminar follows a similar format, with students reading a novel or set of archival documents before class, and then analyzing and discussing the texts during class. This way of teaching requires advance scaffolding, but the rewards are many: more efficient use of class time; deeper engagement with the material; and more vibrant, creative, multidirectional exchanges.

Write It Out

One of the most power­ful tools for academic thinking is writing. In a traditional classroom, students use writing to take lecture notes and exams. In an active classroom, writing can be used at any point, and for almost any purpose: to warm up, focus, and brainstorm; to summarize, paraphrase, and synthesize; to question, subvert, and dissent; to connect, transform, and create. Writing can be private (freewriting, journaling) or collaborative (peer-­to-­peer annotations, collective note-­taking on digital platforms, small-­group assignments). The good news is that our twenty-­first-­century students already have extensive experience with writing (they do it all day long on their devices), and are ­adept at adjusting messages to the needs of par­tic­ul­ ar audiences. All we need to do is tap into this expertise. Since listing the many uses of low-­stakes in-­class writing Small-Class Teaching and Learning  145

would require several volumes (see the annotated bibliography at the end of this chapter for excellent examples), I ­will limit myself to two personal favorites: translation and freewriting. I use the word “translation” not in the traditional sense of traveling from language to language, but from register to register, genre to genre, medium to medium. Translation exercises give students the opportunity to manipulate and communicate course material by rearticulating it in new ways for new audiences—­and for themselves. Rather than asking for a traditional summary of an assigned reading, I ask for a public ser­vice announcement, Wikipedia entry, listicle, or poem. Rather than asking students to enumerate the similarities and differences between two theories, I ask them to write a short dramatic dialogue, or to draw a comic strip illustrating an imaginary exchange between the two authors. If time is tight, ultrashort social-­media-­inspired genres can be very useful: composing a tweet or hashtag is a ­great way to extract and communicate the main point of a reading, as well as convey attitude. T ­ hese creative exercises work well for pairs and groups, allowing students to have fun together. Where a more traditional prompt would yield stale, mechanical responses, my students repeatedly rise to the challenge with surprisingly sophisticated and nuanced translations. Fi­nally, I like to ask students to generate quiz questions, exam prompts, and paper assignments for the class. Working in ­these more traditional academic genres allows students to review course material, select what ­matters most (which may not be what I, the professor, would have wanted), and have a say in their own education. While translation exercises demand active, on-­the-­spot intellectual engagement, freewriting offers a reprieve from the pressures of structured thinking and standard grammar. Peter Elbow, the g­ reat champion of the practice, argues that regular freewriting helps increase fluency, fa­cil­i­ty, and creativity, especially for writers struggling with anxiety or procrastination. In a typical freewriting exercise, students are given a prompt and asked to write continually for several minutes without pausing to think or evaluate their work. A promising idea generated during this first session might become the prompt for a second round of writing; this spiral pro­cess (called “looping”) can help students deepen and focus their thinking about a topic. While freewriting prompts, generated by the professor or the students, are useful for exploring ideas, a purer form of the technique allows students to write with no prompts and no expectation to share. I am especially fond of this minimalist practice: opening the class with five minutes of freewriting clears the mind, creates a sense of community, and acknowledges emotions that might other­wise interfere with the learning pro­cess. On a more practical level, it can reduce tardiness, as students are reluctant to 146  magdalena mączyńska

break the shared silence with their shuffling entrances. Any hesitation I might have felt about “wasting” five minutes of class on a “nonacademic” activity was dispelled by my students’ palpable relaxation, and their improved focus during the rest of the period. If my love for in-­class writing reveals my disciplinary bias as a professor of lit­er­at­ ure, many of the ideas discussed above can be translated into oral or nonverbal modes. For example, if every­one’s mobility permits, you might ask your students to try freewalking, a kinetic equivalent of freewriting in which students generate ideas while taking a walk, alone or in conversation with a partner. Visual forms of translation could involve diagramming and data visualization (“create a visual repre­sen­ta­tion of the sub-­prime mortgage crisis”); poster making (“sketch a poster explaining the benefits of flu shots to college-­age students”); planning monuments or theme parks (“design a Black Lives M ­ atter memorial,” “draw a Shakespeare ­ride”); composing visual essays (“assem­ble a YouTube slideshow on climate change”); or choreographing (“compose a short dance illustrating the challenges of living with ptsd”). The possibilities are endless. Many professors worry that we are not ­doing our jobs in the classroom if we are not transmitting knowledge or expertise, or at least moderating class discussion. But as we stand ­there ­doing “nothing,” each of our students is engaged in learning. Using low-­stakes assignments is a ­great way to train ourselves to accept that not every­thing produced in our classrooms needs to be vetted or graded; that not all learning needs to go through the clearing­house of the professor. ­Those of us uncomfortable with the role of onlooker can grab a pencil (marker, computer, instrument) and join in. When we work alongside our students, we model commitment to ongoing practice and show re­spect for the shared learning space. We can use this time to test the viability of our prompts (a humbling and illuminating experience) or advance our own scholarly proj­ ects (I have developed several conference papers during in-­class freewriting sessions). In the pro­cess, we might just learn something new.

Work Together

Trained by years of schooling, college students often address their comments to the professor exclusively, even if giving feedback to a classmate. To wean students from an overdependence on authority figures, we can strategically decenter ourselves and validate peer-­to-­peer interactions. One familiar strategy is small-­group work. Groups give reluctant public speakers the opportunity to be heard, and encourage multilateral exchanges between students—­who tend to be very effective at teaching one another. When organ­izing group activities, Small-Class Teaching and Learning  147

it is useful to identify a concrete final product (a list of three questions, two competing points of view, a tweet), u ­ nless the purpose is informal discussion. To ensure every­one is involved, group members can take on roles (note-­taker, moderator, presenter, time-­keeper) and establish ground rules for participation. Some professors prefer to create long-­term peer groups to reap the benefits of cohort support, while ­others create new groups for ­every class to increase the diversity of student interactions. Some prefer larger groups for a greater variety, or smaller groups for increased focus. I am partial to pair work, which requires direct accountability and promotes focused listening. Experimenting with formats in dialogue with students is the best way to find a formula that works for a par­tic­u­lar proj­ect and population. On the other end of the spectrum, the class as a ­whole can function as a large peer group. Class discussion has the potential to activate demo­cratic learning— as long as the professor refrains from overwhelming the conversation with expert comments. Asking students to set rules, prepare questions, and moderate discussions can help redistribute control and promote lateral engagement. More radical forms of professorial decentering include immersive role-­playing activities like debates or reenactments. ­These require extensive preparation, but can yield some of the most exciting learning experiences. One well-­established immersive pedagogy is Reacting to the Past (rttp), developed by historian Mark C. Carnes at Barnard College. In an rttp course, each student assumes a historical role, fictional or a­ ctual, and participates (in character) in debates surrounding a key historical event (Indian In­de­pen­dence, the 1913 Paterson Strike, the French Revolution, e­ tc.). The outcome of the game is not predetermined, and students have the freedom to diverge from the historical rec­ord as they learn, from the inside, the complexities of negotiating po­liti­cal conflicts. More than a dozen game scenarios are available in print, and professors can try out the method themselves at the Reacting Consortium’s annual conference. rttp is one example of a pedagogy in which the professor provides initial materials and acts as behind-­the-­scenes monitor, while students develop the content and direct the trajectory of the class. Not ­every course lends itself to such radical reimagining, and not e­ very professor has the appetite for being game­master, but any class can be enlivened by immersive, participatory, student-­directed play.

Preach the Pro­cess

In the intimate setting of the small classroom, the professor has the opportunity to model a passion for learning and discuss the challenges and frustrations that are inevitably part of intellectual life. Debunking the myth of academic genius 148  magdalena mączyńska

can help students understand the laborious pro­cess of knowledge production, overcome feelings of inadequacy, and build resilience. Sharing our own pro­cess (including notes, drafts, failed experiments, or revise-­and-­resubmit letters) can provide a power­ful antidote to the awed alienation many students, especially first-­generation degree seekers, experience within academia. In addition to offering personal testimony, we can foster a growth mindset throughout the course through process-­friendly assignment design (portfolios with built-in revision opportunities, scaffolding complex assignments to help students practice individual component skills); grading systems (contract or specifications grading in which students elect what grade to pursue and revise their work to meet required standards); and feedback style (praising effort over talent, prioritizing pro­cess comments over comments that simply justify final grades). Formative feedback is an especially power­ful teaching tool: making space for conversations about student work-­in-­progress is worth the investment of ­labor, and ultimately saves time. Over many years of teaching writing-­intensive courses, I have honed two successful formats for mid-­process commentary: feedback workshops and one-­on-­one conferences. While the examples described below are drawn from coaching student writing, their princi­ples can be adapted to high-­stakes academic proj­ects across disciplines. Many classes use small groups or pairs to elicit peer feedback, but I am a fan of the whole-­class feedback workshop, where every­one reads and comments on every­one ­else’s drafts. This is a time-­consuming but highly rewarding activity that helps students articulate goals, normalize strug­gles, identify patterns, and get inspiration from their peers while giving public feedback. In my classes, I ask each author to distribute copies of their draft, and then read it aloud while ­others listen and underline passages that strike them as particularly strong or weak. ­After the reading, each person offers one point of praise and one suggestion for improvement, while the author listens and takes notes. The professor follows the same format. The feedback workshop is one of my favorite sessions of the semester: my students continue to impress me with the thoughtfulness, generosity, and intelligence of their comments. This is not surprising, considering that they are all grappling with the challenges of the same assignment—­and it provides power­ful evidence for the claim that the professor is not always the best teacher in the room. While the feedback workshop allows students to work collectively with one another, many instructors like to use one-­on-­one conferences to give individualized attention to each proj­ect. This kind of out-­of-­class contact can be an invaluable experience for students, especially t­hose not comfortable with academic customs such as seeking out faculty in their offices. T ­ here are many Small-Class Teaching and Learning  149

v­ iable conference formats, but my favorite formula is to read student work in real time rather than collecting and pre-­annotating it prior to the meeting. While I read the draft, the author writes a reflection, so we both have notes for the conversation to follow—­I want the conference to be a dialogue, rather than a space for telling the student what to do. Reading the draft on the spot forces me to prioritize and resist nitpicking. For the student, witnessing a person engage with their work can be illuminating: the confusion or delight visibly produced by their words is much more clear than professorial marginalia (often illegible to students, figuratively and literally). The conference also gives the student writer a chance to articulate and clarify their developing ideas, a pro­cess that often leads to epiphanies and breakthroughs. This kind of in-­depth conferencing is ultimately a time saver: annotating the same drafts at home would have taken more time, with lesser rewards. In our era of contingent academic l­abor, many professors cannot afford to meet students individually, but it might be worthwhile to experiment with in-­class conferences, or cancel regular classes to make room for one-­on-­one or small-­group feedback meetings. Even a minimal in-­progress check-in during class ­will communicate investment in the student’s work and support for their learning pro­cess. Respecting the pro­cess means respecting the fact that our students’ learning is affected by a myriad of f­actors (emotional, socioeconomic, physical, cognitive, po­liti­cal) over which we have no control. As professors, we are not qualified to address many of our students’ challenges, but we can take the time to familiarize ourselves with the support systems our institutions offer (tutoring, access and wellness ser­vices, food pantries, childcare, ­etc.) and help students use them to their advantage. We can redesign our courses for maximum access, so students with special needs are not saddled with the burden of adjustments (switching to take-­home exams, sharing lecture slides, integrating multimodal materials). We can resist the culture of student-­shaming in informal faculty gatherings. We can speak loudly against discriminatory be­hav­iors in and out of the classroom. We can choose to show compassion, patience, and re­spect. In Let’s Pretend: A Special Report on Solving the Education Crisis in Amer­i­ca, Lenora Fulani and Fred Newman invoke Lev Vygotsky’s study of young ­children who learn to speak when adults pretend that their babbling is speech u ­ ntil it becomes 1 speech. Through such aspirational per­for­mance (treating learners as if they have already become what they are in the pro­cess of becoming), we can help students move ­toward competencies and identities yet beyond their reach.

150  magdalena mączyńska

Go Meta

Students get more from their education when they become self-­aware learners. Metacognition helps them gain control and overcome common educational identity myths (“I’m bad at math,” “I’m a terrible writer,” “I’m a C student”). We can promote metacognition by explaining the rationale b­ ehind our teaching strategies, and inviting students to consider what works and does not work for them. A culture of reflection can be established on the first day of class with show-­of-­hands surveys and conversations about learning habits. Throughout the course, we can build in opportunities for informal reflection in multiple media by asking students to write, discuss, and other­wise illustrate their learning pro­ cess. One fun way to encourage reflection on in-­progress assignments is verbal or visual meta­phor-making. Meta­phors can help students pinpoint where they are and where they need or want to go: “If your draft w ­ ere a h ­ ouse, what would it look like at this point in the pro­cess? Too many rooms? Foundations but no walls? Asymmetrical structure? Draw your h ­ ouse at the current stage of the proj­ect,” and so on. To encourage higher-­order cognitive work, we can invite students to “talk through” their thinking or creative pro­cess, articulating under­lying princi­ples ­behind their work (what Lang calls “self-­explaining”).2 In addition to the many informal reflections scattered throughout the course, we can ask for formal capstone reflections. The letter form is especially conducive to this kind of work: students can write cover letters for portfolios, missives to incoming cohorts, or inspirational messages to past or ­future versions of themselves. The practice of academic reflection goes beyond individual student learning. As our students reflect on their l­ abors, we should reflect on ours. Students can teach us how to teach them through short surveys and regular meta-­conversations about experiences with our course and institution. (Some colleges and universities provide a ser­vice wherein a third party checks in with students and gathers anonymous feedback mid-­semester; this can also be arranged informally among colleagues.) We can reflect aloud on our own work and involve students in our professorial decisions—by pulling back the academic veil, we denaturalize the academic culture that many students have simply taken for granted. We can encourage the habit of meta-­thinking by discussing the institutional history of our disciplines, of the modern university, and of institutionalized education in general. We can invite students to reflect on their own educational histories. We can help them see the walls, chairs, and bodies in our classroom as parts of a more vast and complex picture. Infusing our courses with reflection at e­ very level of the academic experience is the single most power­ful low-­investment change we can make to support more effective, more integrated, and more po­ liti­cally empowered learning. Small-Class Teaching and Learning  151

Keep Learning

Perhaps the most exciting aspect of academic teaching is the opportunity to learn from, and unlearn with, our students. Each person in the classroom comes with a set of experiences, knowledges, and epistemologies—­sometimes not immediately legible to us. Acknowledging and honoring this wealth of knowledge ­will make our courses more in­ter­est­ing, equitable, alive, and, indeed, more academically successful. It might be easier, especially for the novice professor, to hide ­behind the wall of expertise that separates the expert from the student; but allowing ourselves to be open, even vulnerable, can lead to more learning, more resilience, and more transformative discovery for every­one. Ongoing learning for the professor also means turning to the community of fellow educators, many of whom face similar challenges. Like our students, we learn best together. At the end of this section, I include a brief annotated bibliography of pedagogical resources helpful in cultivating professional (and personal) growth for professors at any level. ­After more than twenty years in the classroom, I often still feel like a novice, but I have come to understand that this is a feeling to be embraced. When we see ourselves as learners, we can help students become better learners themselves. My bibliography does not pretend to be representative or exhaustive; rather, I name thirteen books that guided me in my own work, and continue to push me t­ oward becoming the teacher I aspire to be. On the list, you ­will find a mix of hands-on pedagogical manuals (especially ones aimed at beginners); overviews of recent research on ­human learning; memoirs by exceptional educators; and books that consider how teaching participates in and disrupts systems of oppression. Some volumes do several of ­these ­things at once. As you browse, I hope you discover something of use for your own teaching practice, wherever you find yourself.

select annotated bibliography of pedagogical resources Ambrose, Susan A., Marsha C. Lovett, Michael W. Bridges, Marie K. Norman, and Michele DiPietro. How Learning Works: Seven Research-­Based Princi­ples for Smart Teaching. San Francisco: Jossey-­Bass, 2010. Written by experts in the science of teaching and learning, How Learning Works sums up current research in the field in seven accessible princi­ples: (1) Students’ prior knowledge can help or hinder learning; (2) How students or­ga­nize knowledge influences how they learn and apply what they know; (3) Students’ motivation determines, directs, and sustains what they do to learn; (4) To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned; (5) Goal-­directed practice coupled with targeted feedback enhances the quality of 152  magdalena mączyńska

students’ learning; (6) Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning; (7) To become self-­ directed learners, students must learn to monitor and adjust their approaches to learning. The authors illustrate ­these princi­ples with real-­life examples, and offer concrete classroom strategies for their implementation. Bean, John C. Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. 2nd ed. San Francisco: Jossey-­Bass, 2011. When I first started reading Bean’s book on the subway, I became so engrossed that I missed my stop. This professor-­friendly volume is full of creative, high-­impact strategies for promoting active learning through writing in any discipline. Bean discusses high-­and low-­stakes assignment design; coaching students to become active readers, thinkers, and writers; directing in-­class activities; giving feedback; and assessing student work. The book’s helpful layout makes it easy to return to it again and again for ideas and inspiration. Deloria, Vine, Jr., and Daniel R. Wildcat. Power and Place: Indian Education in Amer­i­ca. Golden, CO: Fulcrum Resources, 2001. The sixteen essays in this volume show how the Native American experience at all levels of education in the United States has been affected by foundational differences between indigenous and Western metaphysics, and the ensuing divergences in ideas about education, technology, and the individual’s relationship with the environment and community. Deloria and Wildcat advocate for a place-­based curriculum that honors indigenous epistemologies, and offer suggestions for dismantling neo­co­lo­nial educational structures. While the volume is especially useful for teachers working with Native students, any educator ­will benefit from this corrective to the mainstream erasure of indigenous perspectives. Elbow, Peter. Writing with Power: Techniques for Mastering the Writing Pro­cess. 2nd ed. New York: Oxford University Press, 1998. This is the book I wish I had read when working on my dissertation. It would have saved me months of agonizing over blank screens and pages. Elbow’s advice is relevant to writing in any discipline, at any level, and can be easily applied to other kinds of creative work. His book contrasts the generative “yea-­saying” and the critical “nay-­saying” mindsets, providing imaginative exercises for getting started, overcoming anxiety and blocks, and harnessing the inner censor to produce power­ful work. For writing-­intensive courses, and for your own writing practice, I also recommend Elbow’s Writing without Teachers (1973) and Every­one Can Write (2000). Finkel, Donald L. Teaching with Your Mouth Shut. Portsmouth, NH: Heinemann Boynton/ Cook, 2000. As a professor who has a hard time keeping her mouth shut, I find this book’s challenge especially valuable. Drawing on the work of John Dewey, Finkel advocates moving away from teaching as talking, and ­toward teaching as creating a space in which students are able to learn. Both philosophical and pragmatic, Teaching with Your Mouth Shut offers an abundance of case studies, practical examples, and inquiry-­based classroom strategies Small-Class Teaching and Learning  153

for promoting student learning, renegotiating academic power structures, and creating a more demo­cratic educational environment. Freire, Paulo. Pedagogy of the Oppressed. Translated by Myra Bergman Ramos, 50th anniversary ed. New York: Bloomsbury Academic, 2018. In this foundational classic, Freire famously rejects the “banking” model of education: the unilateral transfer of information in which the student is positioned as a passive receptacle of static knowledge. Instead, Freire proposes a dialogic pedagogy of problem-­ posing that recognizes real­ity as a dynamic pro­cess to be named and ­shaped together by the teacher-­turned-­student and students-­turned-­teachers. This model of education helps students overcome their dehumanization to become subjects capable of transformative reflection and action. While adaptations of Freire’s work often blunt its revolutionary edge, Pedagogy of the Oppressed remains a touchstone for any practitioner of critical pedagogy. hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge, 1994. This searing collection of essays should be required reading for any teacher stepping into an American classroom. Combining personal testimony, theory, and philosophical dialogue, hooks denounces the perpetuation of white supremacist, patriarchal, cap­it­ al­ist paradigms in modern academia. While confronting the painful realities of oppression and alienation, hooks articulates a vision of an embodied and holistic—­even ecstatic—­ education that demands the ­labor of self-­actualization from both students and professor. Lang, James M. On Course: A Week-­by-­Week Guide to Your First Semester of College Teaching. Cambridge, MA: Harvard University Press, 2008. In this practical guide, Lang mentors novices through preparing and teaching their first college course. The volume offers advice on getting ready for the semester and teaching the first class; using lectures, discussion, and small groups; designing assignments; grading; reenergizing the class; and closing the semester. Lang also addresses common classroom prob­lems, and reminds the reader of their students’ (and their own) humanity. Lang, James M. Small Teaching: Everyday Lessons from the Science of Learning. San Francisco: Jossey-­Bass, 2016. Small Teaching is like a helpful and understanding friend. It offers the busy professor a wealth of evidence-­based classroom activities (most of which can be implemented in five-­to ten-­minute segments, with minimal preparation) designed to promote active learning, long-­term retention, transfer, and student engagement. Each user-­friendly chapter contains a real-­life anecdote illustrating its central concept, empirical studies supporting the practice in question, hands-on models for classroom application, a list of under­lying princi­ples, and an easily searchable bullet-­point synopsis. McKeachie, Wilbert, and Marilla Svinicki. McKeachie’s Teaching Tips: Strategies, Re­­ search, and Theory for College and University Teachers. 14th ed. Belmont, CA: Wads­ worth, ­Cengage Learning, 2014. A pioneer of academic pedagogy, McKeachie’s Teaching Tips offers a comprehensive overview of all ­matters related to college and university teaching, with guest chapters 154  magdalena mączyńska

by leading voices in the field. This encyclopedic volume is useful for looking up specific questions and troubleshooting, both made easy by its detailed ­table of contents. Each section is followed by a supplementary reading list. Nilson, Linda B. Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time. Sterling, VA: Stylus, 2014. Like many professors, I wish my institution ­didn’t require grades at all, but Nilson’s book has gone a long way in helping me make grading more meaningful and less onerous. Nilson proposes an efficient system of assessment in which students demonstrate mastery of outcomes by completing assignments for a pass/fail (with “pass” signifying a satisfactory attainment of the desired outcome, typically at “B” level). Students earn their overall course grade by submitting a certain number of assignments, or submitting assignments at a certain level of mastery. This system forces the professor to clearly articulate expectations (“specifications”) for each assignment, and to prioritize pro­cess feedback, while eliminating time spent on calibrating individual grades. On the students’ end, specifications grading promotes transparency, motivation, and agency, as each student gets to decide which final grade they wish to pursue. Nilson, Linda B. Teaching at Its Best: A Research-­Based Resource for College Instructors. San Francisco: Jossey-­Bass, 2010. This all-­in-­one volume offers a toolbox of pedagogical practices for academic teachers: preparing for the semester; experimenting with teaching formats and methods (with special emphasis on real-­world, inquiry-­based learning and problem-­solving); promoting effective learning and knowledge retention; and assessing outcomes. Nilson addresses questions of cognitive development and motivation, as well as equity and access, grounding her advice in current research about ­human learning in general, and learning in higher education in par­tic­u­lar. Shor, Ira. When Students Have Power: Negotiating Authority in a Critical Pedagogy. Chicago: University of Chicago Press, 1996. Shor’s mixed-­genre classic combines scholarly research, ethnography, and personal narrative to describe his experiments with power sharing in a course on literary utopias at the College of Staten Island. Shor offers multiple strategies for including students in decision-­making, and illustrates the challenges and rewards of implementing critical pedagogy in a resistant classroom. I owe my obsession with classroom furniture to this transformational volume.

notes 1. Lenora Fulani and Fred Newman, Let’s Pretend (New York: All Stars Proj­ect, 2011), https://­allstars​.­org​/­wp​-­content​/­uploads​/­2016​/­05​/­Lets​-­Pretend​-­by​-­Newman​-­Fulani​ -­January​-­2011​.­pdf. 2. James M. Lang, On Course: A Week-­by-­Week Guide to Your First Semester of College Teaching (Cambridge, MA: Harvard University Press, 2008). Small-Class Teaching and Learning  155

17. Teaching the Large Lecture genevieve carpio and neil k. garg

­ here are few tasks as daunting as facing a classroom with four hundred stuT dents staring at you as you stand at a lectern. Besides the potential for stage fright, which can hit even the most seasoned professors, we are often told throughout our academic training that the true mea­sure of success is our number of publications. Yet the real­ity is that we are in a profession that regularly calls us to teach and perform for a large group of p­ eople. The large lecture class can be an incredible opportunity to find joy in a place in which we are frequently told to spend ­little time, and not frequently trained enough to spend our time. This kind of teaching, however, is increasingly being used as a metric to assess and reward professors, even t­ hose at traditional research universities. Shifting one’s outlook to embrace teaching is particularly impor­tant for successfully r­ unning a large course. Drawing on our experiences teaching core courses across disciplinary divides (humanities and social sciences vs. math and sciences) at ucla, we offer ­here advice for other academics working in a large lecture setting.

Setting the Tone

Students’ experience of your classroom begins the moment they walk in the door. This is an ideal opportunity to set the tone for the class session ahead, and to help bridge the gap between the lectern and the auditorium. For instance, in addition to planning extra time to set up technology or check in with your teach-

ing assistants (tas), you can allocate an extra five minutes before class begins to interact with students. ­These exchanges can range from holding the door open and greeting individual students as they enter the classroom to sitting among students and asking how their day is ­going. In our largest lecture courses, in which over four hundred students enroll, it may be impossible to learn every­ body’s name, but ­these steps can let students know you are approachable and that you see them as more than a name or id number on a roster.1 We have also found it effective to ease into formal lecture with a warm-up exercise. We recommend starting with a low-­stakes activity that helps students transition from the outside world to inside the classroom. Instructing students to answer a few ­simple questions through polling, discussion, or writing in a class journal provides them an opportunity to reflect on primary learning objectives from the previous lecture, to preview themes related to the oncoming lecture, or to have fun with a topic that may seem tangentially related to the course. Rather than an accountability mea­sure, ­these warm-up exercises help prepare students for the focus they w ­ ill need to engage in lectures successfully. Such exercises help alleviate any noticeable disturbance as students trickle in and, more importantly, ensure that each class begins on time with a valuable activity.

Fostering Collaboration

Educational research shows that collaborative learning is a highly effective classroom practice that promotes student learning, fosters positive interaction with classmates, and teaches students to make connections through application. More so, collaborative learning is particularly beneficial to nontraditional students, who express greater interest, receive higher grades, and are retained at higher rates in ­these settings.2 The thought of integrating collaborative learning into your large lecture may seem overwhelming, but it ­needn’t be. On one end of the spectrum, think-­pair-­ share exercises—in which students journal in­de­pen­dently about a question, pair with a classmate in an effort to solve the prob­lem, and then share with the larger class—­are a relatively painless way to encourage working together. On the other end of the spectrum, well-­defined absolute grading schemes, with the opportunity to adjust in the ­favor of students if grades are unusually low, award collaboration and can help to ­counter the competition fostered by traditional curves that “weed” students out. Taking time to reiterate the advantages of study groups, the social benefits of getting to know one’s classmates, and the value of learning to work together in both the classroom and the workplace can further help foster a collaborative spirit. Teaching the Large Lecture  157

Promoting Creativity and Innovation through Assignments

The value of the large lecture exists well beyond its lessons for departmental majors, who ­will go on to take specialized courses in your field. Thus, it is impor­tant to help students understand the value of your course beyond its specific topic. Encouraging them to take a thematic approach to the class can help increase engagement and the value of their experience. That is, w ­ hether a student is enrolled in Introduction to Chicana/o Studies or Organic Chemistry, they can all gain something from the ways your par­tic­u­lar field teaches them strategies for solving prob­lems and offers tools for creative thinking. Assignment design (in-­class and take-­home) is a key place to foster t­ hese connections. Two examples are illustrative h ­ ere. In Introduction to Chicana/o Studies, rather than a traditional midterm, students are assigned a ’zine proj­ect in which they prepare a do-­it-­yourself booklet inspired by the print culture of the Chicana/o Movement. Many students use this opportunity to apply course themes to topics of personal import, such as ­family histories of activism, immigration, and identity formation. They express t­ hese lessons through pairing the written word with the creative arts, such as drawing, poetry, and collage. The ’zines recently became the basis for a public exhibit held at ucla and many are now part of the library’s permanent circulating collection.3 In another example, in the class Organic Reactions and Phar­ma­ceu­ti­cals, students have the option of creating m ­ usic videos. This assignment encourages students to work in teams in order to share the lessons of organic chemistry through m ­ usic and filmmaking for a public audience. Collectively, ucla students have produced over five hundred YouTube videos, each encouraging new ways of approaching life science.4 Integrating creativity in assignment design offers students the opportunity to address pressing questions in innovative ways, and can lead to lasting products with value well beyond the classroom.

Integrating New Technologies: Clickers and Polling

When teaching a large lecture, you should consider all of the resources and tools available to you. New technologies offer exciting ave­nues for engaging students in real time. Clickers, in par­tic­u­lar, have become commonplace in many university settings. Students frequently have clicker applications downloaded on their smart phones and many are already accustomed to their use. Although some professors are understandably hesitant to invest precious time in learning how to use tools like clickers, educational companies have done much to make them con­ve­nient, straightforward, and flexible. Chances are a 158  genevieve carpio and neil k. garg

clicker is much easier to use than you might expect and the investment is well spent, given the ways students benefit from seeing the data they generate in real time. Some particularly productive uses of polling technology include taking attendance, asking a warm-up question, and self-­checks on how materials are being received and understood. One of the potential pitfalls of clicker technology is that displaying and discussing the results of live polling can take up too much course time if used frequently (allow about five to ten minutes for each of ­these exercises). ­There’s also the question of affordability, depending on your student population. For professors concerned with potential cost barriers, check with your university’s library or technology office; many offer students ­free rentals. Or, if you are like one of us, ­there’s always polling via raised hands.

Strive for Affordability

Students often strug­gle with course costs, and large lecture courses are no dif­ fer­ent. But attention to the prices of books and supplies ­here can have a positive effect on a much larger number of students. T ­ here are s­ imple mea­sures you can take to cut down costs with relative ease. Strategies include placing course books on reserve at the college library, allowing students to use old editions of new textbooks, and choosing texts available as e-­books. Digital copies are often more affordable than print copies, and may even be available for f­ree through your college network. Some faculty are shifting away from textbooks altogether, opting instead for online resources. Disciplinary librarians are fantastic resources to consult with when seeking to cut course costs. They can often help you identify affordable resources or purchase new resources that can be made available to students online at no cost.

Tricky Subjects: Grading Conflicts

In any large class, the potential for grading conflicts grows with enrollment. But t­here are mea­sures you can take to keep yourself sane when t­hese prob­ lems arise. We recommend having a clear regrading policy that is stated explic­ itly on your syllabus. By offering your students a pathway to reach out to you when they feel they have received a grade in error, ­whether the professor or a teaching assistant completes the grading, you help ease stress and expedite correcting any misunderstanding that may have occurred. It is useful to provide a specific timeframe in which students can ask for a regrade (i.e., a week ­after the assignment has been returned), and a format for their request (i.e., written Teaching the Large Lecture  159

paragraph with a justification for the request). It can also be useful to share your rubric with students in advance, and to retain copies of exceptional responses for your rec­ords. ­These can be shared with students seeking to understand the difference between a high grade and a passing grade. Additional strategies you can engage to help reduce grading conflicts include careful attention to question design to reduce ambiguity; using grading software such as Gradescope; and eliminating grades on some assignments, for example, allowing students to self-­check their pro­gress through weekly prob­lem sets or reading comprehension questions with answers posted online. Likewise, it is impor­tant to have a clear policy on cheating and plagiarism in your syllabus. In the case of ­these violations, universities often require you to submit your policy before action is taken. We also recommend talking with students about the difference between collaboration and cheating early on; walking them through resources on proper citation; and discussing your class policy prior to handing out your first assignment. Being clear about your expectations can help cut down on student violations that occur unintentionally. In cases where academic dishonesty does occur, our advice is to be consistent and to follow university protocol. To do other­wise is time-­consuming, confusing for all parties, and potentially damaging.

Fostering Healthy Dissent and a Safe Environment

In a large lecture, t­here is always the possibility of disagreement, dissent, or disruption. But in our experience, it has not happened often. It is more common that you ­will receive a question you do not know the answer to—­and that’s okay! In t­hese cases, you can let the student know that you w ­ ill follow up by discussing the question in the next lecture, by posting an answer online, or by writing to the student directly over email. Another useful strategy is not to answer the question at all, but rather reaffirm the value of the question, admit you do not know the answer, and talk through the steps someone would go through to find the answer, thereby highlighting students’ own ability to find and think through the solution. For instance, “That’s a ­great question that I do not know the answer to offhand. To answer that question, I would X, Y, and Z.” When heated dissent does occur, you have the option of walking students through the logic of your assertions using the tools that they have already been taught. If the discussion is not productive, you can invite the student or students to follow up with you ­after class. ­Doing so can prevent a handful of students from dominating valuable class time and give the agitated students an opportunity to cool down. 160  genevieve carpio and neil k. garg

For many large lecture instructors, physical safety is a growing concern. In the wake of tragic campus shootings, some universities have taken new mea­ sures to address their ability to respond to emergency situations. At ucla, for instance, administrators recently installed an extensive system that allows a central authority to lock classrooms remotely in case of a mass shooter. They also increased opportunities for active-­shooter training among faculty and staff. Ultimately, ensuring a truly safe environment w ­ ill involve taking a larger look at the root ­causes of gun vio­lence. But instructors can and should take the time to know their classrooms and the resources available to them.

Working with TAs

Large lectures are a team effort. For t­ hose teaching a large lecture with the aid of tas, gradu­ate students comprise a large part of undergraduates’ course experience. More so, gradu­ates’ involvement in your classroom w ­ ill be a key part of their training. It’s h ­ ere that they w ­ ill test and hone their pedagogy as f­ uture professors.5 Thus, we treat our tas like the colleagues they are, from engaging them in conversations during class to offering them the option to pre­sent small class modules. We’ve found that ­these efforts both engage undergraduate students, who have the opportunity to learn from talented gradu­ates with their own exciting research agendas, and provide gradu­ate students valuable experiences with the larger lecture format by answering student questions in real time and navigating the flows of a prepared in-­class pre­sen­ta­tion. In the large lecture setting, a weekly ta meeting is an effective means of discussing course subject ­matter, checking in on discussion sections, and soliciting feedback from graduate-­student teachers. Likewise, flexible grading rubrics can help ensure uniformity across sections, while allowing graduate-­student insights to be integrated into the assessment schema as grading takes place. For instance, in joint grading sessions or via Google Docs, rubrics can be expanded as tas encounter unexpected but merit-­filled answers. Grading together offers the added option of organ­izing an assembly line, in which the same person grades the same question, helping to save time through specialization, and ensuring consistency across exams.

Managing Your Workload and Self-­Care

Teaching a large lecture course can feel like a one-­person show. ­There is the stage, the microphone, and a demanding per­for­mance that requires preparation and enthusiasm when the curtain rises. Having a ritual as you make your Teaching the Large Lecture  161

way to class can help curb some of the jitters, such as watching a favorite YouTube video, listening to an upbeat song, or rehearsing your pre­sen­ta­tion in advance. Given the daunting setting of the lecture course, you may feel the pressure to perform the role of “professor.” This is particularly the case for t­ hose of us who do not fit the mold of instructor that students might expect. But this makes your presence and humanity all the more impor­tant.6 Consider, for instance, the popu­lar social media hashtag #ThisIsWhatAProfessorLooksLike, which sought to disrupt the assumption that professors are stoic, straight, white, middle-­aged, able-­bodied men through “selfies” of professors who challenge ­these ste­reo­types. Where the added weight of reaffirming one’s expertise can create the pressure to denote infallibility—or to amass a large collection of tweed blazers—­sharing personal stories of adversity and admitting when you ­don’t know the answer to a question foregrounds your humanity and serves as a healthy model for students, many of whom are also confronting a highly competitive environment in which they are not always correct. The line between professional and personality can be tricky to navigate, but have faith in your expertise and look for comfort in being yourself (albeit a polished version of yourself). To be anyone ­else would be exhausting, time-­consuming, and not nearly as in­ter­est­ing. Practicing self-­care means setting reasonable bound­aries. Office hours can now be managed through online tools, which allow students to reserve meeting times and store information about ­those meetings, including students’ names and topics of interest. q&a boards are available on most course web portals and can be used to field commonly asked questions. A clear email policy can help students understand when and who it is appropriate to email and what type of responses they can expect. Likewise, multimedia sources and guest lectures can keep students engaged by diversifying the mode and tone of teaching, while also offering you a valuable pause from the high-­energy practice of lecturing. Even with all of ­these tools, it’s best to plan for your workload to shift ­toward teaching in the quarter or semester that you take on the large lecture. And it’s not a bad idea to plan a nice break for the end of the quarter or semester as a reward for your hard work.

Keeping It Fresh

As noted e­ arlier, teaching a large lecture can be exhausting and all-­encompassing. Even if you have your lectures down cold, your media is fine-­tuned, and your tas are well seasoned, the demands of the large lecture can lead to burnout. If you have the option, we recommend rotating out of the course ­every few years. This helps ensure an opportunity for valuable recharging and a chance to 162  genevieve carpio and neil k. garg

rethink and refresh your approach to the course. Updating your reading list or meeting with your colleagues to discuss what new technologies and approaches they use in their classes can help put a new spin on your materials when they begin to feel “old hat.” Academic conferences are another valuable setting to elicit new ideas and readings. Most offer pedagogical roundtables or panels that highlight new approaches to the classroom. More so, editors at the book exhibit are e­ ager to help you brainstorm new additions to your syllabus. With a proper break, you can return to the classroom recharged and with some exciting new tools. We write h ­ ere as academics from two very dif­fer­ent departmental backgrounds, one in the social sciences and the other in physical sciences, to highlight our collective experiences with large-­format teaching that have been particularly effective for fostering a dynamic classroom experience.7 More so, we write from our unique perspective as faculty in residence in the ucla dormitories, where we physically live on campus and interact with thousands of students each year, through formal programming and informal interactions in the dorms. We’ve heard students’ frustration when taking lecture courses in which professors avoid their students, offer no opportunities for feedback and self-­checks outside of exams, and do not help students understand the value of course materials beyond their specific discipline. We’ve also heard students’ excitement when they take a course with a professor who engages students beyond formal lecture, who allows them opportunities to see course tools at work through in-­class demonstrations, and who assigns proj­ects that allow for creativity beyond the traditional midterm. From this insider look at student life, we see the ways effective teaching in the large lecture setting can positively influence students in long-­lasting ways by fostering collaboration, innovation, and problem-­solving skills that span disciplines. And it’s pretty cool.

notes 1. Richard E. Lyons, Marcella L. Kysilka, and George E. Pawlas, The Adjunct Professor’s Guide to Success: Surviving and Thriving in the College Classroom (Boston: Allyn and Bacon, 1999). 2. Elizabeth F. Barkley, K. Patricia Cross, and Claire Howell Major, Collaborative Learning Techniques: A Handbook for College Faculty (San Francisco: Jossey-­Bass, 2005); George Kuh, High-­Impact Educational Practices: What They Are, Who Has Access to Them, and Why They ­Matter (Washington, DC: Association of American Colleges and Universities, 2008). 3. Reed Buck, “q&a with Xaviera Flores and Doug Johnson, Co-­Creators of the ‘Las Causas’ Zine Exhibit,” Powell Blog, February 13, 2018, http://­www​.­library​.­ucla​.­edu​/­blog​ Teaching the Large Lecture  163

/­powell​/­2018​/­02​/1­ 3​/­qa​-­with​-­xaviera​-­flores​-­and​-­doug​-­johnson​-­cocreators​-­of​-­the​-­las​-­causas​ -­zine​-­exhibit. 4. Neil Garg, “­Music Video Hall of Fame, Chem 14d (2010–2015),” http://­tinyurl​.c­ om​ /­14dvideos. 5. Genevieve Carpio, Sharon Luk, and Adam Bush, “Building ­People’s Histories: Gradu­ate Student Pedagogy, Undergraduate Education, and Collaboration with Community Partners,” Journal of American History 99, no. 4 (2013): 1176–88. 6. Gabriella Gutiérrez y Muhs, Yolanda Flores Niemann, Carmen G. González, and Angela P. Harris, Presumed Incompetent: The Intersections of Race and Class for ­Women in Academia (Boulder: University of Colorado Press, 2012); Daryl G. Smith, Diversity’s Promise for Higher Education: Making It Work (Baltimore, MD: Johns Hopkins University Press, 2006). 7. See also Sylvia Hurtado and Victoria L. Sork, Enhancing Student Success and Building Inclusive Classrooms at ucla, Report to the Executive Vice Chancellor and Provost, December 2015, http://­wscuc​.u ­ cla​.­edu​/w ­ p​-c­ ontent​/­uploads​/­2019​/­01​/­C5​_­16​_­Report​ _­Enhancing​_­Student​_S­ uccess​-­Building​_­Inclusive​_­Classrooms​_­at​_­UCLA​_­December​ _­2015​.­pdf.

164  genevieve carpio and neil k. garg

18. Lessons from the #FergusonSyllabus marcia chatelain

August 2014 marked the passage of my seventh summer as a faculty member. August is a cruel month for academics; we mourn the end of our summer breaks from teaching in earnest when the calendar shifts from the freedom of July to the frenetic preparations of August. For many of us, our contracts resume, and we are inundated with emails from colleagues and students and reminders about ordering desk copies of our assigned books. We are forced to shift from our summer habits to the practices of the semester. We think about what we are g­ oing to teach, who we are g­ oing to teach, and, for history faculty like myself, we think about how we are ­going to make connections. As a specialist in twentieth-­century African American history, it’s not a stretch of the imagination or my teaching skills to help my students see the continuities of the rhe­toric of the mid-­century civil rights movement and the conversations they ­were privy to during the leadership of a black president. My courses on black ­women’s leadership led them to ask questions about prominent ­women of color across sectors and in vari­ous communities. For me, the world outside of my classroom was always pre­sent, regardless of what we w ­ ere reading, talking about, and grappling with on any given day. The first few days of August 2014 unfolded like the school years I had experienced before; I was preparing to teach my African American ­Women’s Activism class and considering what I would tether the first lecture to—­what news event would illustrate the themes of the course: continuity and change over time, interpretations of leadership, and gendered perspectives on the ways that movements are founded and grow.

Then, August 9 happened, and every­thing about my teaching life changed. Michael Brown’s death in Ferguson, Missouri, his slaying at the hands of Officer Darren Wilson, on its surface, was not out of step with other tragedies of police brutality. A citizen of color is believed to have evoked fear. An agent of the law is allowed to use deadly force. A f­amily and a community mourns. Yet, Brown’s death in a St. Louis exurb—­less than a hundred miles from where I spent my formative years as an undergraduate at the University of Missouri—­refused to take the path of the tragedies that rise to the level of news one day and buried history the next. As an ­adopted Missourian—­having spent my college years and several summers as a high school educator t­ here—­I felt indebted to the state, its taxpayers, and its citizens for affording me an opportunity to go to college. Having come to the university from a working-­class background on a George C. Brooks Scholarship—­which in 1997 was called a minority scholarship—my formal education and po­liti­cal education commenced the day I set foot on the campus in central Missouri. I was among a handful of black students in my incoming first-­ year class of thousands. I was among an even smaller number of students enrolled in the university’s honors programs, and as a student of color, I was met with contempt by some and curiosity by ­others at a school that treated us “minorities” as critical nuisances to reform its image as a school that failed to open access, in a state that failed its black citizens, in a nation that protected t­ hese practices. At the time, as I was learning about the ins and outs of campus activism, I realized that a number of my fellow black, Latinx, Native, and Asian American friends ­were also out-­of-­staters; we seemed to be imported into the state to s­ ettle a debt that was paid on the backs of locals. Why w ­ ere so few of my friends from St. Louis, Kansas City, Springfield, and Ferguson? It would take years for me to fully under­­ stand what it meant for black Missourians to still feel like the state’s flagship public school was off-­limits to them, and it w ­ asn’t ­until my alma mater made national news in 2015 that I would see all the pieces fit. But back in the summer of 2014, I was among the throngs of p­ eople tuned into cable news to keep up with the news from Ferguson. I thought the news cameras would leave eventually. I thought that this town in Missouri would fade from consciousness. Yet, as a few days of news coverage about Brown’s death turned into nearly twenty-­four-­ hour live coverage from Ferguson’s main street, Florissant Ave­nue, and locals joined activists who traveled from around the state, nation, and world, Ferguson was not ­going to be forgotten. And Ferguson would have to join me in the classroom, on the first day of class and the last day of the semester; and, I soon discovered, Ferguson would radically transform the way I taught. The stories from Ferguson continued to rise above the din of nightly news coverage to an educational opportunity for ­those interested in learning about 166  marcia chatelain

the criminalization of the poor, the militarization of the police, and the legalization of racial discrimination through districting and voter disenfranchisement. The thoughtful accounts from Ferguson—­some reported by journalists who braved tear gas and arrests, and ­others streamed from the social media accounts of activists who also braced themselves against bullets and billy clubs—­were the building blocks of my small intervention in the moment: #FergusonSyllabus. The ask was ­simple: I reached out to my followers and friends on Twitter—­mostly fellow academics—­and asked them to commit the first day of class to Michael Brown, who was supposed to enter a vocational training program before his death, and the ­children of Ferguson, who would not have a normal first day of school ­because of the civil unrest. In acknowledging the empty desk in Brown’s class and the empty classrooms in the schools that served Ferguson, I asked educators to band together to teach in solidarity with a community that had taught me and o­ thers so much, with their perseverance in the face of years of marginalization and their resilience in the face of state vio­lence and grief. I ­didn’t expect very much to come out of the ask. Teach something—­anything—of substance about Ferguson on the first day of class. Have a conversation. Discuss a news article. Watch a documentary. Do something to remind our students that we learn in order to cultivate our approach, our methods, and our commitment to being in community. Twitter had long before been a medium for me to talk to other professors; to read their thoughts about every­thing from research and writing to humorous notes about the stresses of grading and the sadness about the end of summer. Twitter was the most efficient way that I had available to me to talk to my colleagues, to my like-­minded friends who teach the “difficult” courses that require the courage and the strength to talk about racism, in­equality, sexism, and vio­lence. ­After engaging a few scholars about making a commitment to teach Ferguson on that first day, I received a few responses asking: Teach what? Teach how? ­These questions led to the birth of #FergusonSyllabus. The hashtag was a means of simply sharing ideas about how to use the disciplines we ­were trained in to amplify our contributions to better understanding Ferguson. An invitation from the Atlantic’s technology editor, Alexis Madrigal, led to the first listing of #FergusonSyllabus material online. Although other educators had spun off #FergusonSyllabus-­inspired proj­ects, such as blog posts and even websites about material they ­were planning to pre­sent in class, the article for the Atlantic website was the first interaction between a community that was coalescing around teaching and a mainstream publication.1 I had offered a few insights to National Public Radio and newspaper stories, but TheAtlantic​ .­Com was able to show the texture of the #FergusonSyllabus and the material on Ferguson that reached back to the past, from the Supreme Court’s ruling Lessons from the #FergusonSyllabus  167

on the codification of segregation—­Plessy v. Ferguson (1896)—­and engaged the humanities and the sciences. In a short essay, “How to Teach Kids about What’s Happening in Ferguson,” I hurriedly gathered some of the ideas circulated on Twitter.2 The #FergusonSyllabus incorporated the current reporting on the Ferguson crisis as well as accounts of St. Louis and its racial history, including a documentary on the city’s failed public housing initiatives for newly arrived black mi­grants, The Pruitt-­Igoe Myth (2011).3 Educators also connected Ferguson to past moments of unrest, and recommended reflections on racial vio­lence from earlier periods. The syllabus highlighted the continued relevance of James Baldwin’s essay “A Talk to Teachers,” in his 1985 essay collection The Price of the Ticket as well as Audre Lorde’s meditation on activism, “Transformation of Silence into Language and Action,” a speech first delivered in 1977, to the ways that activists had responded in Ferguson in 2014.4 The Atlantic piece also included suggestions for educators of young c­ hildren, like Eve Bunting’s Smoky Night (illustrated by David Diaz, 1994), which features a child’s perspective on the 1992 Los Angeles uprising.5 The syllabus reminded educators that we have indeed been ­here before, meaning that we have a rich body of lit­er­at­ ure to draw from to inform how we teach in the midst of crisis; all we have to do is look and listen. Developing #FergusonSyllabus was a challenge to my own investments in interdisciplinary thinking and method. Although I was trained in American Studies—­a field deeply dependent on interdisciplinary research—­I never considered how interdisciplinary collaboration operated in my teaching beyond directing my students to examine scholars outside of my dominant teaching and research frames, which usually relied on history and a bit of lit­er­a­ture. Curating a syllabus proj­ect that extended beyond my dexterity with mostly urban history texts and assessments of civil rights movements invigorated my own thinking about how to model interdisciplinary analy­sis to my students. What did it mean to ask experts across disciplines to weigh in on a situation as chaotic and power­ful as what was being broadcast e­ very night in Ferguson? As I sent out tweets about what to teach and what questions could frame the classroom instruction and discussion about Ferguson, I realized that the peripheral goal of #FergusonSyllabus extended beyond breaking silences about race, imbalances in the justice system, and state vio­lence. In many ways, #FergusonSyllabus was a challenge to the pleas of racial innocence of scholars who believe that their disciplinary orientation precludes the responsibility to consider the importance of race in what or how they teach. “I’m not an expert on race, how can I talk about Ferguson?” This question was posed to me in a number of ways: sometimes it was a confessional statement, and other times it was an act of evasion. Regardless of what motivated the concern, #FergusonSyllabus revealed that 168  marcia chatelain

expertise on race was not a prerequisite to connecting the conditions that led to the unrest—­the hypertargeting of the poor in Ferguson, racial segregation, inarticulate policies about policing and use of force—to the event itself. The recommendations that emerged from #FergusonSyllabus asked educators to teach an ele­ment, a ­factor, of what fueled the vari­ous responses to Ferguson—­ from residents to the activists who traveled to Missouri, to the White House and the attorney general, to the police unions—in order to engage our students on the complexity of understanding what was happening. I implored sociologists to illustrate theories about power by reading the reporting from Ferguson of long-­experienced tensions between police and p­ eople in Ferguson. I asked my economist colleagues to consider the marked rise in poverty rates in Ferguson since 2000. I hoped that ­music scholars could talk about the use of chants and the adoption of freedom songs during protests. Chemists could introduce a lesson about tear gas and the health implications of its use in towns like Ferguson. Graphic design instructors could use the widely circulated data on the racially segregated and underresourced Ferguson-­Florissant school district—­ from which Brown graduated high school—to create informational graphics to help ­people better visualize the data on economic disparity in the community. Within a few days of introducing #FergusonSyllabus among the community of scholars I know through social media, the idea extended beyond my colleagues in academia. Elementary school and high school teachers reached out to me, sometimes privately through Twitter’s direct message function, asking how they could talk about Ferguson to anxious students. They wanted to know how to engage the topics that emanated from Ferguson without violating directives to not talk about Ferguson. They wanted to be able to help students at homogenously white schools imagine the feelings of communities they had no context for understanding. The teachers wanted to play a part in making #FergusonSyllabus come alive without putting themselves in too much danger. As the tweets about #FergusonSyllabus circulated, journalists took heed and invited me to talk about the effort on radio, on tele­vi­sion shows, and in newspaper articles. “Are kids too young to hear about this stuff?” I was asked if the classroom was the place for this level of discourse and, interview a­ fter interview, I was reminded of my gratitude to Missouri and my early undergraduate years: I loved teaching ­because it was the best part of po­liti­cal organ­izing. Since initially making the case for teaching Ferguson, I have heard from scores of educators about their anx­i­eties regarding talking about race in the classroom, and their fears about the po­liti­cal climates of their institutions that discourage them from publicly commenting on subjects deemed controversial. Teaching about what is sometimes euphemistically called “difficult topics” can Lessons from the #FergusonSyllabus  169

be terrifying, but #FergusonSyllabus taught me that many educators can take pedagogical risks when they believe they are united in a common cause. Social media has the capacity to show us that we are not alone in our concerns, our approaches, and our commitments. I have discovered that #FergusonSyllabus’s meaning to educators was as varied as the entries on the crowdsourced documents that ­were created from the suggestions tweeted and posted online. For educators who ­were at a loss about “what to do about Ferguson,” teaching around the uprising was an act of solidarity, not only with the activists on the streets day in and day out, but also with the educators in and around Ferguson. While teachers and families awaited news of the reopening of Ferguson schools, local teachers volunteered to spend time with ­children at the Ferguson Public Library and joined the team at the St. Louis Arch, a National Park Ser­vice site, to ensure educational activities ­were available ­until the school year commenced. For educators teaching against the grain of their institution, where silences about race and in­equality permeated the culture, using #FergusonSyllabus disrupted their feelings of isolation when they searched Twitter. And as August turned into September, they could see examples of other educators “teaching Ferguson.” Educators used the hashtag to share stories about successes, as well as misses, in introducing material; ­others shared links to digital proj­ects created by students. On November 30, 2014, a St. Louis County g­ rand jury refused to indict Officer Wilson in the killing of Michael Brown. The next day, the search for #FergusonSyllabus experienced an uptick on Twitter. Within a few months, #FergusonSyllabus was a known resource that educators could turn to in order to prepare for further discussions. As educators, we can talk to each other about our teaching, but social media allows us to show each other aspects of our teaching in real time. W ­ hether it’s encouraging our students to tweet our lectures, asking our colleagues to help us design our syllabi and assignments through crowdsourcing, or curating other syllabi proj­ects, social media can help us create teaching communities outside of the confines of our departments and units. If the digital world can bring us more colleagues, teaching mentors, and supporters, we can find the encouragement we need during troubled times. Teaching is always po­liti­cal in what knowledge is taught and what knowledge is concealed. Regardless of educators’ motivations or framework, teaching is a power­ful act ­because it prepares our students to engage as informed members of a society. Since the launch of #FergusonSyllabus, I have lectured about teaching, social media, and the conversations we need to be having in classrooms and communities about race and the quest for justice, at hundreds of schools. From third-­grade teachers to faculty contemplating retirement, my conversations about teaching and technology have provided some insights about why 170  marcia chatelain

#FergusonSyllabus—­and derivative initiatives, including the 2015 book Charleston Syllabus and other hashtags such as #TrumpSyllabus, and websites like ImmigrationSyllabus from the University of Minnesota—­struck such a chord.6 ­These lessons have stayed with me as students and educators searched for entry points ­after the rise of the Black Lives ­Matter movement, the uprising in Baltimore ­after the death of Freddie Gray in 2015, and the 2016 presidential election. The use of the word syllabus in this viral movement has moved beyond a description of a listing of readings and other educational material. It has become a shorthand for a response, driven by scholars, to remind a larger public about the importance of our disciplinary debates to solving pressing moral issues of our time. As George Lipsitz pointed to in his 2015 lecture, “Ferguson as a Failure of the Humanities,” academics must see their work as originating the solutions to the prob­lems of poverty, racism, privatization, and alienation.7 #FergusonSyllabus was a small contribution to creating a global movement of scholars ­toward illustrating to our students why we teach and what they need to learn.

notes 1. Marcia Chatelain, “How to Teach Kids about What’s Happening in Ferguson,” The Atlantic, August 25, 2014, https://­www​.­theatlantic​.­com​/­education​/­archive​/­2014​/­08​/­how​ -­to​-­teach​-­kids​-­about​-­whats​-­happening​-­in​-­ferguson​/­379049​/­. 2. Chatelain, “How to Teach Kids about What’s Happening in Ferguson.” 3. Chad Freidrichs, dir., The Pruitt-­Igoe Myth (First Run Features, 2011). 4. James Baldwin, “A Talk to Teachers,” in The Price of the Ticket (New York: St. Martin’s/Marek, 1985); Audre Lorde, “Transformation of Silence into Language and Action” (December 28, 1977), in The Cancer Journals (San Francisco: Spinsters Ink, 1980). 5. Eve Bunting, Smoky Night (San Diego, CA: Harcourt Brace, 1994). 6. Chad Williams, Kidada E. Williams, and Keisha N. Blain, eds., Charleston Syllabus: Readings on Race, Racism, and Racial Vio­lence (Athens: University of Georgia Press, 2016); Immigration History Research Center at the University of Minnesota and the Immigration and Ethnic History Society, “Immigration Syllabus,” January 26, 2017, https://­ editions​.­lib​.­umn​.­edu​/­immigrationsyllabus​/­. 7. George Lipsitz, “Ferguson as a Failure of the Humanities” (speech, Prince­ton, NJ, May 1, 2015), https://­www​.­youtube​.­com​/­watch​?­v​=­mV3x0mk3kLQ.

Lessons from the #FergusonSyllabus  171

19. Creative Approaches to Student Assessment

Structure of an Interdisciplinary Group Proj­ect

frederico freitas How can students learn interdisciplinary skills in the classroom? One approach is to introduce the thinking and practices of other disciplines into one’s own course. It was the path I chose in my gradu­ate seminar on the theory and methods of digital history. The course introduces three approaches of computational history—­text analy­sis, network analy­sis, and gis. Throughout the course, students not only discuss lit­er­a­ture on dif­fer­ent aspects of digital humanities, but also develop a research proj­ect based on hermeneutical interpretation of primary sources and data analy­sis through digital tools. Another approach is to pair up with faculty from other departments to offer joint courses that bridge the gap between disciplines. This was the path taken in the new visual narrative seminar at North Carolina State, where gradu­ate and upper undergraduate students enrolled in courses in history (taught by me), computer science (taught by Arnav Jhala), and art and design (taught by Todd Berreth) work together on an interdisciplinary proj­ect that integrates the three fields. In a typical semester, half of the meetings in the three courses are held jointly. Instructors form groups composed of students from all three disciplines, and their joint assignment is to develop the dif­fer­ent components of a digital humanities proj­ect. The final proj­ect corresponds to 60 ­percent of the final grade of students in each class. Each semester, the three instructors choose a

specific technology to be explored by all the groups. For example, in the first iteration of this co-­taught visual narrative seminar, students are working with Unity, a game development platform, to create a virtual or augmented real­ity app that puts a user in the shoes of a person in the past. Besides developing the technical aspects of the proj­ect (i.e., coding, design), groups are also required to complete the humanistic task of picking a historical topic, finding primary sources, and framing a research question. During a sixteen-­week semester, groups complete a series of milestones designed to move students through the conceptualization, development, and finalization of the proj­ect. In the two first weeks of class, students take a survey on their skills and research interests, and are assigned to groups by the three instructors. The goal is to achieve a balance between students’ complementary skills. In week three, groups turn in the first assignment—an exploratory report in which they pre­sent tentative topics and sources, choose a platform and describe the nature of the proj­ect, introduce visual culture related to the topics, and pre­sent references of prior art. The dif­fer­ent components of this exploratory report expose students to the methods of the three disciplines—­history, computer science, and design. This trident approach continues in the next assignments. In week five, students turn in a draft proposal that includes a well-­defined topic, primary sources, and a research question, as well as a story­board of the user experience and a conceptual demo as proof of technology. In week seven, each group pre­sents their final research proposal, which serves as a roadmap for the rest of the semester. Students then have the opportunity to receive feedback from instructors and peers from other groups. Although a significant portion of the development work happens out of the classroom, students also are allocated class time to work together on their proj­ ect and receive feedback from instructors. ­There are two milestone checks before the final delivery, when groups give a short pre­sen­ta­tion on the pro­gress of their proj­ects. During finals week, students deliver their final product (e.g., a mobile app or a desktop online visualization) in a final critique session with the presence of members of the digital humanities, design, and computer science communities at North Carolina State. They also turn in a final report detailing the pro­cess of development, describing the per­for­mance of group members, and reflecting on the dialogue between the final product and the scholarship in each discipline. With this group proj­ect, we tried to create a hybrid assignment that speaks to specific questions in each field, while allowing students to work together across disciplinary bound­aries. Student Assessment  173

Wiki Assignment

brenda elsey Several years ago, I attended a THATCamp Feminisms East meeting at Barnard College, which included a wiki-­edit-­a-­thon.1 Session organizers presented compelling data about the paucity of w ­ omen’s and gender history on the website, as well as the disproportionate entries on the “Western” world. It inspired me to incorporate Wikipedia into my coursework, rather than shun it. As 10 ­percent of my students’ course grade, they edit a Wikipedia page of their choosing, relevant to the course. The assignment requires that students use course materials to edit the entry, and that they properly cite them in the bibliographical or footnote section. We discuss the pro­cess of editing beforehand and ensure that students choose dif­fer­ent entries in order to avoid editing over one another. ­There is a useful brochure to help students through the editing pro­cess.2 I’ve found that the Wikipedia assignment develops students’ understanding of their first line of research. They also gain an appreciation for the skepticism of their teachers who have warned them about the use of the website. Nevertheless, students tend to feel empowered by the ability to change such an impor­tant public platform. From its inception in 2001, Wikipedia began to supersede the popularity of print encyclopedias, and now registers among the most-­read webpages in the world. The most successful iterations of this assignment involved explic­itly stating my intentions ahead of time. An impor­tant objective of the assignment is for students to engage in a dif­ fer­ent way with course readings. My hope is that they better understand and articulate the contribution of the course texts as they survey the general information available to the public through Wikipedia. For example, in my colonial Latin Amer­i­ca course, I assigned Malintzin’s Choices: An Indian W ­ oman in the 3 Conquest of Mexico, by Camilla Townsend. The student working on the entry of “La Malinche,” or Malintzin, integrated information and arguments from the course text to discuss how the importance of Malintzin had been written out of accounts of the colonization of Mexico. She included evidence of Malintzin’s importance to the Spanish, referring to sources from both Spanish and indigenous perspectives. The student went further and integrated other scholarly books and articles, voluntarily, to support her edits to the entry. During the discussions of the assignment, students expressed that they had a better understanding of what a monograph contributes to our general historical knowledge. In terms of the assignment requirements, the students must add at least 250 words to one Wikipedia entry, and make additions to the bibliography. As part of the assignment, students write a summary of how they found the entry they chose to edit, the edits they made, the pro­cess of editing, and why they thought 174  student assessment

the change was significant. Their grade is based on the combination of the summary and the text of the edit itself. Typically, the assignment sparks a lively discussion on the day students hand it in. I try to leave an entire class session so that each person can speak for a ­couple of minutes about their experience.

Assignment: Writing Restaurant Reviews with Instagram

steven alvarez At my first academic position at the University of Kentucky, I taught an undergraduate writing course exploring Mexican migration to the Bluegrass, focusing on themes of language and power, bilingualism, ­labor, ­family, and social justice. As a way to celebrate the end of the semester, I treated students to tacos in the barrio near campus, a barrio that many students had not known about. At Tortillería y Taquería Ramírez, the students expressed their amazement at a menu with food items they had never tasted. Naturally, students took out their cell phones and took photos of their tacos to post on Instagram. No doubt, this was the happiest I had seen the students all semester. Inspired by students’ use of Instagram, I designed a photo-essay restaurant review assignment for what would become my new “Taco Literacy” course. This assignment requires students to explore the genre of the food review and create their own, while also teaching them the importance of social media as a tool to cultivate audiences and archive research. For the assignment, students compose a photo-­essay reviewing a local Mexican restaurant, following a par­tic­u­lar dish they have researched, and researching the history of the restaurant they review. Using the models of print and digital restaurant reviews they have read in class, students compose a piece that tells a story, using Instagram to illustrate their writing. I also ask students to include five translations of words from Spanish and describe the roots of the words, making note of indigenous loanwords. The text of the assignment includes six to eight photo­graphs embedded within the body of the blog page, as well as captions. The length requirement is twelve hundred words, and must include the works cited and hyperlinked sources. The intersections of foodways, literacy, emotion, photography, social justice, and emergent bilingualism are rich material for writing proj­ects at all levels.

Teaching Tactic: Dialogic Note-­Taking

jeremy v. cruz I use this tactic to help students pay close attention to assigned texts, engage in active and structured note-­taking, pro­cess learning verbally, build scholarly Student Assessment  175

community, increase confidence, and feel greater group accountability within the learning pro­cess. ­Here are the steps: 1. Groups receive one or more questions from the professor, to guide engagement with course texts. Each group receives dif­fer­ent questions. 2. Students read assigned texts and take personal notes. 3. Students collaborate with group members outside of class (in person or on Google Docs) to draft a response to the group’s assigned question(s). Groups can vary in size and number, depending on class size and pedagogical needs. ­These groups are regular, preassigned discussion groups, allowing for reliable collaboration. 4. At the beginning of class, group members meet to ensure that their group has fully answered their assigned question(s), and that every­one is ready to explain the group’s interpretations. 5. Each group sends one “ambassador” to a neighboring group. Each ambassador explains their group’s answers to the question(s) posed by the professor. Group members who receive an ambassador take notes. Groups make note of any disagreements of interpretation. The professor roams the room to correct misunderstandings regarding the pro­cess. 6. Given time constraints, and the number and size of groups, the professor asks ambassadors to rotate through some or all of the groups. 7. Ambassadors return to their own groups. Group members share with ambassadors what they learned from other groups’ ambassadors. 8. The professor responds to differences of interpretation that arose during the activity, and answers remaining questions about the assigned text.

Mi­grant Letters

romeo guzmán In my California Studies course, I use letter writing to replace the traditional five-­page research essay. My students are required to pick an ethnic or mi­grant group that arrived in California in the nineteenth or twentieth ­century, and to write four letters from the perspective of a mi­grant. ­These letters, I instruct them, should demonstrate that they understand the genre of letter writing and the experience of the ethnic group they selected. Collectively, the four letters should document push and pull ­factors; ­legal, emotional, or po­liti­cal obstacles; transnational ties and connections; ­family and quotidian life; racism and discrimination; and work and joy, among other t­hings. Students are required to use three to four peer-­reviewed articles as secondary source material and are 176  student assessment

encouraged—­when pos­si­ble—to interview f­ amily members. My students enjoy using the “I” and the opportunity to use their historical imagination.

“Unofficial Archives”

romeo guzmán This is an assignment I use in my Introduction to Public History courses. I ask my students to think of their home as a source of historical knowledge and an archive of memories and material objects. I ask them to use a photo­graph or object (a ­belt buckle, a rolling pin, a piece of furniture) to construct a narrative about a person in their f­amily, or their entire f­amily or community. The word count on this assignment is flexible, but is often between 2,000 and 3,000 words. Students workshop their papers with each other in class, and are offered the opportunity to publish their stories on Tropics of Meta, an academic blog I help edit.

Bridging the Humanities and Hard Sciences: Transformational Learning through a Borderlands Classroom

sonia hernández and tiffany jasmin gonzález Two professors, two gradu­ate assistants, and seventy-­five undergraduate students from two academic disciplines (history and engineering) formed an interdisciplinary global classroom to expose undergraduate students to the Texas-­Mexico borderlands. Funded by a Tier One Research Grant, the class took a three-­day trip to the South Texas region to visit museums, historical landmarks, a wildlife refuge, a portion of the US-­Mexico border wall, and several colonias (unincorporated neighborhoods). Law school professors with expertise in immigration, community development, and property law also met with the students. An essential aspect of the trip was grouping students into teams of mixed majors. Students w ­ ere expected to collaborate with each other and share research methods from their home disciplines. The final proj­ect required students to apply this interdisciplinary knowledge to communicating their personal and scholarly observations about the border region. Thus, along with promoting community engagement and ser­vice learning, this proj­ect required students to work outside of their disciplinary silos. Final proj­ects included formal letters addressed to politicians regarding the devastating environmental consequences of a border wall, maps detailing environmental effects on wildlife, magazines on the history of the border, and scale models of historical landmarks, among Student Assessment  177

other deliverables. In short, students approached the border region from vari­ ous disciplinary perspectives via peer multidisciplinary learning.

Assignment: Describe and Defend

sheila mc­m anus I use this trio of sequenced assignments in my freshman World History course, which covers ten thousand years of history across five continents in a single twelve-­week semester. Each assignment’s percentage of the final grade increases in steps (10 ­percent for the first one, 20 ­percent for the second one, and 30 ­percent for the final one). The first d&d assignment requires students to choose the five events, periods, and/or individuals that they think are the most significant from the lectures and textbook reading they completed in roughly the first third of the course. They do a short 200- to 250-­word write-up for each item, with 100 to 125 words on the description and 100 to 125 words explaining the criteria they used to make their choices, for a total length of 1,000 to 1,250 words for the ­whole assignment. ­After completing their individual assignments, students work in small teams in class to compare and contrast their lists before coming together as a ­whole class to discuss the top items that have emerged. The second d&d covers approximately the m ­ iddle third of the course. Students choose another five significant events, periods, or p­ eople, and write 200 to 250 words about each item, with roughly the same fifty-­fifty split of description and defending their criteria. The students then go back to their first list of five items and choose their top three items from the ten they have chosen for the first two assignments. They write an additional 200 to 250 words on why they have chosen ­these three, and what patterns they notice about their own se­ lection pro­cess. Have they chosen mostly military items, or po­liti­cal, or social, and why? Have they emphasized one time period or region over o­ thers, and why? The students are asked to be self-­reflective and notice what ­these patterns reveal about what they think is impor­tant to study in history. The third d&d follows the same format as the second one, beginning with choosing another five items from the final third of the course, and then revisiting the first two assignments to choose and analyze a final top three items out of their complete list of fifteen. The final word count for this assignment is between twelve hundred and fifteen hundred words, which is the same as the second one. ­After completing the individual written assignments, the students again work in small discussion teams in class to compare and contrast their lists. This leads to g­ reat discussion in their teams, and then as an 178  student assessment

entire class, about what they found significant in this expansive world history course.

Using Pinterest in the Classroom

laura portwood-­s tacer I have used Pinterest in a media studies course—­specifically focused on fashion and culture—­with ­great success. I began by setting up a collective Pinterest account and giving all the students in the class access via a shared password. Each class period had a designated Pinterest board associated with it, and each student was tasked with pinning at least one image to the board that illustrated a concept from the assigned readings for that period. Along with the images, students provided captions that explained the connection they had drawn between the image and the course concepts. This assignment was successful for several reasons: (1) students had the opportunity to apply ideas from the course to real-­ life examples that felt relevant to them; (2) students could read, learn from, and build on each other’s insights; (3) I was able to gauge students’ understanding of the readings in advance of the in-­class discussion; (4) the boards provided me with ready-­to-­hand examples I could use in my lectures while recognizing students during class for their contributions; (5) the class collectively produced a visually appealing archive of the course’s content that they could return to during exam review; and (6) students gained fa­cil­i­ty with a social media platform that they could ­later use in their personal and professional lives.

Class Podcasts

meghan roberts My students have always enjoyed thinking about the connections between early modern history and current events, but I had never designed a formal assignment channeling that interest. One day, when I was listening to one of my favorite historical podcasts, I realized: my students could produce podcasts of their own! For the final assignment of my Crime and Punishment seminar, small groups of students designed podcasts that linked the past to the pre­sent: prostitution in eighteenth-­century London and present-­day Las Vegas; the rise of “humane” prisons; the use of the insanity defense by would-be assassins of George III and Ronald Reagan; witch ­trials (both historical and as a rhetorical device to shut down the #MeToo movement); and so on. Using Apple’s Garage Band software, they incorporated m ­ usic, audio clips, interviews, and games. Their analy­sis was sharp and rooted in peer-­reviewed scholarship and historical Student Assessment  179

sources, which I could see b­ ecause they submitted supplemental material with references.

notes 1. Barnard Center for Research on ­Women, “THATCamp Feminisms East,” March 16, 2013, http://­bcrw​.­barnard​.­edu​/­event​/­thatcamp​-­feminisms​-­east​/­. 2. “Editing Wikipedia: A Guide for Student Editors Supported by the Wiki Education Foundation,” accessed April 2, 2020, https://­upload​.­wikimedia​.­org​/­wikipedia​/­commons​/­e​ /­e5​/­Editing​_­Wikipedia​_­brochure​_­%28Wiki​_­Education​_­Foundation%29​_­%282016%29​ .­pdf. 3. Camilla Townsend, Malintzin’s Choices: An Indian ­Woman in the Conquest of Mexico (Albuquerque: University of New Mexico Press, 2006).

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20. Technology in Teaching laura m. harrison

Two years ago, I banned electronic devices from my classes. This is a decision with which I strug­gled. I ­don’t hate, fear, or other­wise oppose technology—­a caveat that now seems required in any critique of it. And I’m not the kind of person who unilaterally bans t­hings. Despite characterizations such as Matthew Numer’s (2017) Chronicle of Higher Education piece, wherein he argues that faculty “brag” about banning technology, I’m highly uncomfortable with mea­sures that smack of rigidity or authoritarianism. My experiences of devices sucking the energy, attention, and connection out of the classroom, however, eventually outweighed that discomfort. In this essay, I w ­ ill discuss how a device-­free classroom can make teaching more effective and pleas­ur­able. I ­will also share some strategies for teaching online, a skill set increasingly required in con­temporary academia. My goal is to transcend the well-­worn narratives about technology as ­either panacea or destroyer. I ­will not land in the script of technology as simply a tool that works well or poorly depending on how it is used. I do not see technology as neutral; my views come close to Franklin Foer’s as expressed in World without Mind, in which he describes technology itself as ideological: Algorithms fuel a sense of omnipotence, the condescending belief that our be­hav­ior can be altered, without our even being aware of the hand guiding a superior direction. ­There has always been a danger of the

engineering mindset, as it moves beyond its roots in building inanimate stuff and begins to design a more perfect social world. We are just screws and rivets in its ­grand design. (77) My position is that technology is indeed ideological. If we let technology eclipse the relational aspects of the classroom in the name of providing education on the cheap, it becomes a means to the neoliberal end of the McDonaldization of higher education (Hayes, Wynyard, and Mandal 2017). This path also means pumping more public money into the hands of private educational technology corporations, a phenomenon Picciano and Spring (2013) exposed effectively in The G ­ reat American Education-­Industrial Complex: Ideology, Technology, and Profit. Exposing technology’s nefarious aspects allows us to identify contexts where it can be reappropriated for more prosocial aims. As educators, we have agency over what ideology we support with our use of (or abstinence from) technology. If we employ technology in the ser­vice of a truly student-­centered pedagogy, however, ­there are ways it can enhance that ethos.

Student-­Centeredness in the Online Environment

Perhaps ironically, I began seeing the benefits of teaching online at about the same time I was starting to recognize the costs of devices while teaching in person. I was teaching a summer academic writing class that some students could not take on campus b­ ecause of internships and other commitments that took them away for the summer. I reluctantly agreed to offer the course online and was surprised to see how much more pro­gress many of the students made in this environment. What follows are some insights I gained based on both my observations and my students’ advice. leverage the online environment to address dif­f er­e nt levels of skill (and anxiety) Helping students improve their writing has to be one of the more frustrating and time-­consuming aspects of academic life. We do not get much preparation for teaching generally, much less teaching writing specifically. Our jobs require us to write prolifically, so we tend to do it well and with at least some degree of plea­sure. ­These qualities sometimes make it difficult for us to understand and teach ­those students with dif­fer­ent experiences of writing. ­There has been a trend ­toward faculty decreasing writing requirements in their courses (Berrett 2012). This is unfortunate, as employers lament the lack of writing skills in recent gradu­ates (National Commission on Writing 2016). 182  laura m. harrison

Students need to write more, not less, yet the labor-­intensiveness of the pro­cess often inhibits us from rising to this challenge. The online environment helped me diagnose and treat some of the more labor-­intensive aspects of teaching writing. For example, I knew that students varied in their college readiness in the area of writing, but I d­ idn’t fully appreciate how much my failure to address that variation made teaching writing more difficult than it needed to be. Once I created narrated pre­sen­ta­tions on topics like writing a sound thesis, using evidence to support an argument, and revising effectively, I made a dent in the prob­lem of students being at such dif­fer­ent skill levels. More advanced students could watch the videos once and move on to more challenging tasks. Less advanced students could watch the videos as many times as they needed and meet with me to address their specific questions. I saved a lot of time by recording t­hings I was tired of saying repeatedly. More advanced students benefited from not having to sit in class listening to ­things they already knew. Less advanced students w ­ ere spared the difficult choice of struggling in silence or risking embarrassment by asking a question that might seem elementary to the other students. I value the community afforded by in-­person classes, but I’ve also come to see how t­ here are situations in which not constantly having to face other students is advantageous. When I teach scholarly writing online, struggling students are much more open with me about their challenges. They ­don’t see the high achievers sailing through their assignments, and thus compete only with themselves. As a result, they ask better questions, which allows them to make more pro­gress. Similarly, high-­performing students do not necessarily know they are at the top of the class, which I suspect c­ auses less laurel-­resting. They, too, ­don’t have to worry about how t­ hey’re coming across in a general classroom. I remember sitting in many a statistics class, wondering how the students who actually liked this subject felt in a room full of ­people with math anxiety. My online writing students are f­ ree of their fellow students’ anxiety and thus able to lean into their enjoyment without being targets of scorn or envy. look for the advantages in online education While I primarily teach writing online, I do occasionally teach other online courses as well. I argue that the live classroom is nearly always the most optimal experience for students, a point upon which I ­will expound in the next section. Hence, I believe con­temporary academics must take up the banner of advocating for the preservation of the in-­person educational experience. At the same time, we cannot deny the move t­ oward more online offerings. Re­sis­tance is not futile, but it’s also not always practical. It’s tempting to approach online Technology in Teaching  183

classes begrudgingly, but students are too often the casualties of that attitude. Therefore, it is better to mine the positives that can be exploited in the online environment. The first advantage that jumped out at me when I began teaching online is the leveling potential of the virtual classroom. No longer could a few chatterboxes dominate the conversation. Similarly, ­those students who need a ­couple of minutes to think before speaking benefited from the asynchronous discussions. In addition, the asynchronous environment can provide advantages for En­glish-language learners. In my research on Chinese students, participants nearly universally expressed appreciation for professors who could slow ­things down enough for English-­language learners to have time to translate (Su and Harrison 2016). Slowing down also has some advantages in terms of civil discourse. As I write, I’m currently teaching Diversity in American Higher Education online. My students are primarily higher education administrators, so the purpose of this course is to provide an opportunity to delve deeply into the most pressing diversity challenges on college campuses. I revise the course frequently based on what is happening in the h ­ ere and now, in order to keep it relevant. For example, the resurgence of student activism inspired me to focus more on civil discourse, since many of our students are called upon to navigate thorny issues such as f­ree speech versus hateful language in their professional capacities as higher education leaders. We address some hot topics throughout the course; the ability to let my thoughts marinate before responding to students has helped me communicate more effectively than I might in the more palpable awkwardness or heat of the in-­person classroom. My students have expressed similar feelings of gratitude for the time and space to collect their thoughts before “speaking” in the online environment. Fi­nally, having a transcript of online discussions can provide power­ful modeling for students. An example of this pedagogical tool occurred in my online diversity class a c­ ouple of years ago. Two of the students engaged in respectful, but very candid, exchanges on several of the discussion threads in the class. Other students expressed concern that ­these students w ­ ere embroiled in conflict, but it turned out that they ­were friends, perhaps of the Ruth Bader Ginsburg and Antonin Scalia variety. ­These students’ comfort with conflict became a model for other students to stretch themselves to take intellectual risks and become braver about being challenged. Despite t­hese positive points, the students in this same class felt the constraints of the online environment. They wanted to engage more deeply as a learning community, and that required being live and in person. We eventually 184  laura m. harrison

started meeting in person, which I think is a power­ful statement, since ­these ­were students who chose an online program over an in-­person one. Universities sell online programs as con­ve­nient, but it turns out that ­there are other, more impor­tant considerations in what constitutes an education.

Preserving the Classroom

Technology can enhance student learning when its use is motivated by that purpose. It cannot and should not, however, replace the classroom. My wife, an academic in Communication Studies, helped me develop an analogy for explaining this assertion. She talks of the importance of understanding positive, neutral, and destructive change in the context of technology’s impact on journalism. For example, she has a g­ reat deal of nostalgia for newsprint, but concedes that it’s not ­really a big deal ­whether ­people read news on paper or devices. The gutting of newsrooms, however, represents a truly problematic result of social-­media-­ driven news. I see similarities with technology and education. When students first started taking notes on laptops, they experienced the benefit of storable, searchable notes without too many costs. Once a critical mass of students lost the ability to focus and started playing on GroupMe instead of contributing to the class, I felt it was my professional obligation to insist on device-­free classrooms. This was not a decision I made lightly, for two reasons. First, I do not gravitate ­toward rigid rules as solutions; I ­favor discussing concerns and trusting students to use their best judgment whenever pos­si­ble. Unfortunately, this strategy consistently proved in­effec­tive in my experience of technology in the classroom. If my evaluations are accurate, I’m a good teacher and my students are mostly very smart, motivated ­people. Yet the pull of technology seems to lure even the best students if their minds wander for even a minute. It became exhausting to keep repeating ­things students would have heard if they had not been trying to “multitask,” an activity that has been proven futile (Ophir, Nass, and Wagner 2009). I tried all the softer tactics of being more entertaining, offering more breaks, and using my good classroom-rapport-­building skills to address the issue directly. Despite ­these strategies and my repeated pleas to limit technology use to educational purposes, only an outright ban solved the prob­lem. The other reason I hesitated to enact a ban on devices is the very impor­tant point many have made about their role in assisting students with disabilities. I state both verbally and on the syllabus that I ­will, of course, honor technology accommodations for students with disabilities. This is my only ­legal obligation, but I understand the frequently made argument that students with disabilities may feel stigmatized, or more vis­i­ble to their peers than they would like, by having to Technology in Teaching  185

ask for an exception (Lang 2016). I take pride in my ability to be approachable and relatable to students, so I count on ­these qualities to make myself the kind of person with whom a student would feel comfortable engaging in a conversation about this issue. I have not yet been called upon to make such an accommodation, but am prepared to reevaluate the policy in light of this issue. For now, the technology ban performs the job I was hoping it would in terms of facilitating a more productive and pleasant classroom environment. ­People often express surprise when I tell them how ­little revolt this policy has produced. I have used past students’ complaints to anticipate and address current students’ concerns upfront. For example, some students react defensively to the tech ban by indicating that ­they’re tired of hearing “older” ­people complain about the t­hings they think are fun. Therefore, I’m careful to frame the no-­ device policy in the positive language of our classroom community, rather than a negative attitude t­ oward technology. Some students worry that they w ­ ill not be able to handwrite as quickly as they can type, so I post my lectures online in order to assuage their fears about adequate note-­taking (and speak to them a bit about strategic note-­taking). I also post the greatest hits of the compelling research on the educational benefits of device-­free classes to articulate the intentionality b­ ehind the policy. And if I see students get antsy, restless, or glazed-­over during a lecture, I try to address this by including the student in the discussion I am leading, or giving the entire class a quick break. Aside from ­these moments, I have received many unsolicited positive comments, particularly from older students weary of being texted constantly by needy ­children and employers. They like having a few hours a week during which they can be fully pre­sent, and being able to blame their lack of availability on their mean professor. Younger students, too, generally talk about our device-­free classes as a novelty. It’s not news to them that they are addicted to their phones; they actually seem to have more insight and honesty about this par­tic­u­lar feature of modern life than their parents do. Young ­people have been fighting phones for their parents’ attention for many years, so some of them seem to enjoy the adult attention afforded by the device-­free policy. More importantly, I tell students the truth about the real reason ­behind my device-­free policy, which is that I d­ on’t want to miss out on them. I d­ on’t want to lose them to their screens. I admit that it’s pure selfishness, that the plea­ sure of their com­pany is what’s in it for me. In addition, students need what Scharmer (2009) calls the “social field,” that experience of community presence that generates more expansiveness and creative thinking than pos­si­ble on one’s own. So far, t­ hese reasons have convinced my students to go along with me on the merits of the device-­free class. 186  laura m. harrison

­ hether we teach online, in person, or both, we must insist on a practice W that is student-­centered in order to protect the integrity of what we claim to do in higher education. In Alone Together, Turkle (2011) writes of technology’s impact on a variety of fields. We can harness the positive effects and ignore the neutral impacts; we need to take a stand against the negative impacts. Turkle provides a power­ful example of a group of architects who reclaimed hand drawing as an aptitude too central to their identity to allow to be lost. Many of ­these architects supported computer-­assisted design, but began to advocate for the preservation of hand drawing in academic programs when they noticed young professionals losing this sacred part of their professional identity. Many ­will argue that any attempt to regain control over technology is simply aversion to change. Yet the substance of the change m ­ atters; ­there are ­things that need to change and t­ hings that are worthy of preservation. In just the past year, paper book sales outpaced e-­books as ­people rediscovered the joy of reading without being plugged in. T ­ here has been a resurgence of interest in vinyl ­music as well. The point is, p­ eople can and do have paper books and e-­books, streaming ­music ser­vices and rec­ord players. This logic can be extended to education. T ­ here can be both online and in-­person classes (as well as hybrids). We can incorporate new possibilities without destroying all the value afforded by centuries of classroom learning. Iw ­ ill close with the words of Palmer and Zajonc (2010), who articulate eloquently what I believe to be the best approach to hotly debated issues in higher education: If higher education is to keep evolving t­oward its full potential, it needs ­people who are so devoted to the educational enterprise that they have a lover’s quarrel with the institution whenever they see it fall short of that potential—­and are willing to translate that quarrel into positive action. (21) We are in a moment when it is tempting to ­either dig in our heels against technological encroachment or accept it uncritically. Neither of ­these paths ­will lead to a desirable place for the f­uture of higher education. The “lover’s quarrel” option embodies the best of what could be a creative tension that allows us to cull the very best of both online and in-­person learning. It is my hope that we can learn to live thoughtfully in that tension for the benefit of our current and f­ uture students.

works cited Berrett, D. 2012. “An Old-­School Notion: Writing Required.” Chronicle of Higher Education, October 15. https://­www​.c­ hronicle​.­com​/a­ rticle​/­An​-O ­ ld​-­School​-­Notion​-W ­ riting​/­135106. Technology in Teaching  187

Foer, F. 2017. World without Mind: The Existential Threat of Big Tech. New York: Penguin. Hayes, D., R. Wynyard, and L. Mandal. 2017. The McDonaldization of Higher Education. New York: Routledge. Lang, J. 2016. “No, Banning Laptops Is Not the Answer.” Chronicle of Higher Education, September 11. https://­www​.c­ hronicle​.c­ om​/a­ rticle​/­No​-­Banning​-­Laptops​-­Is​-­Not​-­the​ /­237752. National Commission on Writing. 2016. Design for Learning. New York: College Board. Numer, M. 2017. “­Don’t Insult Your Class by Banning Laptops.” Chronicle of Higher Education, December 4. https://­www​.­chronicle​.­com​/­article​/­Don​-­t​-­Insult​-­Your​- ­Class​-­by​ /­241972. Ophir, E., Nass, C., and A. D. Wagner. 2009. “Cognitive Control in Media Multitaskers.” Proceedings of the National Acad­emy of Sciences 106.37: 15583–15587. Palmer, P., and A. Zajonc. 2010. The Heart of Higher Education: A Call to Renewal. San Francisco: Jossey-­Bass. Picciano, A. G., and J. Spring. 2013. The ­Great American Education-­Industrial Complex: Ideology, Technology, and Profit. New York: Routledge. Scharmer, O. 2009. Theory U: Leading from the ­Future as It Emerges. San Francisco: Berrett-­Koehler. Su, M., and L. M. Harrison. 2016. “Being Wholesaled: An Investigation of Chinese International Students’ Higher Education Experiences.” Journal of International Students 26.4: 905–919. Turkle, S. 2011. Alone Together: Why We Expect More from Technology and Less from Each Other. New York: Basic Books.

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21. Neurodiversity in the Classroom john elder robison and karin wulf

A concerted effort to consider neurodiversity in the college classroom is essential for supporting neurodivergent students, and also offers impor­tant pedagogical opportunities. Not too long ago, most disability ser­vice requests w ­ ere for physical disability. ­Today, the majority of such requests involve cognitive disability, and many fall ­under the neurodiversity umbrella. Neurodiversity is also reshaping disability activism and disability studies. It is creating opportunities for new areas of study, as the idea of neurodiversity touches ­every corner of ­today’s university. Just as we recognize how constraining other kinds of expectations of what a “typical” student is might be (in terms of race, class, gender, age, and intergenerational experience of college), letting go of expectations for a standard neurology can enhance our ability to reach all students and create more dynamic, effective teaching. Neurodiversity is the idea that neurological diversity is part of overall ­human diversity. The neurodiversity movement has emerged in response to the medical profession’s identification of cognitive disorders—­primarily autism, attention deficit disorder, dyslexia, and Tourette syndrome. ­These diagnostic labels focused entirely on disability, ignoring the real­ity that many diagnosed individuals have exceptional skills, too; they may be among the most impressive students in your college classroom. The p­ eople’s adoption of neurodiversity as an identity is a response to perceived marginalization by medical professionals. The term is not a medical label; it was coined by an autistic social scientist who saw herself as “more than just disabled.”

Over the past twenty years, changes to diagnostic standards have driven a surge in diagnoses of neurodevelopmental differences, producing a growing population of college students diagnosed with autism or adhd. Some ­will arrive with neurodiversity awareness, ­others ­will learn about neurodiversity in school or in the community. Brain differences occur in more than 13 ­percent of the general population, according to Centers for Disease Control estimates. More than half that number have formal diagnoses by the time they reach college age. A growing number of colleges and universities are starting to find ways to support neurodiversity. We have been teaching and working together since 2012, as part of William & Mary’s Neurodiversity Initiative. This initiative works across campus to support students, faculty, and staff, though most of our efforts have focused on students. We address areas including admissions, study abroad, residential life, and especially classroom experience. Units all across campus have become engaged with this work, finding that supporting neurodiversity is not only part of their mission, but enhances experiences for all students. The Neurodiversity Student Group has become central to this work, advocating for student interests and joining us in making pre­sen­ta­tions and holding workshops. Most students who ­were diagnosed as young ­children have some experience with the special education pro­cess. Some identify as neurodivergent without a formal diagnosis, since neurodiversity and neurodivergence are identity concepts that may describe a wide range of functions from disability to exceptionality. At William & Mary, we have seen students identify in this way during college, having made it through high school without any formal diagnosis, and ­others who pursue a diagnosis once they get to college. Support for neurodiversity needs to operate at multiple levels, including the institution, the campus community, and the classroom. Neurodivergent students are at high risk for dropping out, and may find the social stress of college debilitating. So much of the college experience, from orientation to seminar-­ style coursework, includes high sensory demands and depends on discerning and managing implicit social information. “Why is college built for extroverts?” a student asked us early on. While extroversion and studying are not mutually exclusive, it is true that without accommodation for sensory and social sensitivity, college can be overwhelming. The most straightforward classroom accommodations are about consultation and making the implicit explicit. Consulting with students from the first day of class, making the expectations and structure of the course clear for every­one, and surfacing some of the unwritten rules of the classroom environ190  john elder robison and karin wulf

ment are crucial for a neurodivergent student’s success. This approach also lays a foundation for all students’ success, and supports collaboration in learning. Consulting with students about the classroom environment can take several forms. One is to make clear that accommodations can be discussed with the faculty member as well as any relevant university office. Another is to acknowledge the environment, ­whether ­because it lacks natu­ral light, and artificial lighting can be distracting or painful for some; or b­ ecause it is crowded; or b­ ecause the acoustics are not suited to all learners. Reflecting openly on environmental prob­lems allows students to know the instructor is aware of their challenges, and being heard is the first step in being helped. Another consultation might be on the nature of distractions in the classroom. Many faculty express concern about student distraction, and in fact some have advocated banning phones and laptops as a way to reduce distraction. For many students, however, the distractions of the physical plant (the low hum of fluo­rescent lights, for example) may be more disruptive. And for t­ hose with dysgraphia or other situations, laptops and phones are essential educational tools. Looking at why and how technology bans are implemented, in the context of the course and its format, is crucial for ensuring that students with accommodations are not singled out unfairly. Acknowledging that distraction pre­sents itself differently can again si­mul­ta­ neously address the needs of specific students, and bring all students into a conversation about creating a productive learning environment. Clarifying the structure and expectations of a course w ­ ill help all students, but it is especially impor­tant for neurodivergent students for whom implicit requirements and abrupt transitions may make the course dramatically more difficult. An open-­ended set of requirements that w ­ ill rely on the students to absorb implicit rather than explicit sets of instructions and evaluation criteria ­will be detrimental for all, but again, much more difficult for neurodivergent students. When we meet with faculty groups to discuss this, we emphasize that we are not suggesting that any par­tic­u­lar types of assignments or activities are wrong, only that all of them need to be explained clearly and fully. The Neurodiversity Initiative at William & Mary has developed resources for faculty and students that offer guidance on some of ­these points. We have a pre­ sen­ta­tion, for example, on the “hidden rules of seminars,” which covers issues such as how to assess personal space in a seminar setting, how to gauge the appropriate number of contributions to the discussion, and how to enter into the discussion. We have another pre­sen­ta­tion on office hours, and ­others explic­itly for faculty to create an inclusive classroom. In surveys, we have found that almost all students appreciate this sort of effort to make the implicit explicit, and that some are also particularly helpful, for example, for first-­generation college Neurodiversity in the Classroom  191

students. All of ­these resources can be accessed on our website at www​.­wm​.­edu​ /­sites​/n ­ eurodiversity​/r­ esources​.­ We are always looking to revise and improve ­these, and thus appreciate feedback. Finding neurodivergent faculty leaders may be the first major challenge for any campus neurodiversity initiative. In the disability advocacy community, ­there is a famous mantra: Nothing about us, without us. One of us (John Robison) is openly neurodivergent. Given the size of the neurodivergent population, e­ very college likely has a number of neurodivergent faculty. It is impor­tant that some of ­those faculty disclose their differences in order to have credibility and stand as role models for neurodivergent students. Locating or developing other resources on your campus to support neurodiversity w ­ ill become increasingly impor­tant to our increasingly diverse student body. Though it often pre­sents with disability and requires thoughtful accommodations from the campus level (sensory-­sensitive spaces) to the classroom and for the individual student, the work we do mutually—as neurotypical and neurodivergent faculty, staff, and students, as well as alumni and community members—is impor­tant to the entire campus community. But b­ ecause neurodiversity, like other types of diversity, enriches community, it’s also just a good ­thing to do. Attention to it can improve your teaching in the classroom and beyond. We have found that thinking about neurodiversity encourages reflection among faculty and staff. As one colleague remarked to us early on, “That word, neurodiversity, it r­ eally lowers the temperature on all sorts of differences.”

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22. “Typical Dreamer”: Some Reflections on Teaching, Advising, and Advocating for Undocumented, Veteran, and Nontraditional Students eladio bobadilla

In 2017, the New York Times profiled the “typical ‘Dreamer.’ ” An average “Dreamer” came to the United States from Mexico at age six, lives in California, and is likely to hold a white-­collar job.1 A similar profile, published by the Department of Veterans Affairs a few years ­earlier, showed that the typical student veteran was male, older than the average college student, and likely to be married and have ­children. Such profiles are useful in some ways, but a careful look at (and beyond) the “averages” reveals an impor­tant contradiction: ­there is no such ­thing as a typical Dreamer or a typical veteran.2 ­These student populations are made up of diverse individuals, with unique gifts, challenges, and needs. And yet, they do share something in common: their desire to get a higher education despite serious barriers. Student populations like Dreamers and veterans pose a paradox and a challenge for educators, who have to be able to identify and recognize the collective groups and their needs in order to support them, while at the same time accepting that their expectations and preconceived notions about individuals within ­those groups may be incomplete or incorrect. So, what can instructors and advisers do to help veteran, undocumented, and other nontraditional students succeed? First, academics should learn about the needs of the students they are teaching and serving: What challenges do they face? What kinds of issues stand in their way? Second, they can familiarize themselves with the resources that are available to ­those groups, such as campus-­or community-­based Veterans Affairs offices, counseling ser­vices, and

l­ egal clinics. And fi­nally, they can work to make their classrooms (and any space in which student and teacher may interact) safe and welcoming places where all students ­will be supported, respected, and valued. It is a positive sign that we are having this discussion in the pages of this volume and in our professional circles more generally. That ­wasn’t always the case. “Back then all we had was the shadows,” says S. Coronel, a formerly undocumented California man who, in the mid-1990s, dreamed of g­ oing to college but could not do so ­because of his immigration status. Despite an excellent academic rec­ord and a promising athletic profile, Coronel’s undocumented status kept him from college. “At the time,” he remembers, “students did not qualify for scholarships, financial aid, or in-­state tuition.” Worse, Proposition 187, California’s now-­infamous anti-­immigrant ballot initiative, threatened to “make life impossible for all undocumented ­people.”3 Now a United States citizen, Coronel hopes to write a book that w ­ ill tell his story and encourage undocumented youth to seek higher education. He wants other immigrants to have the opportunity he never did. I am one of ­those more fortunate immigrants, though my path to academia was not a traditional or linear one. I was a first-­generation student; neither of my parents had any formal education, and not one of my five siblings graduated from high school. I was the son of mi­grant farmworkers. I was the product of an open-­enrollment institution (and before that, of self-­paced distance courses and college-­equivalency tests). I was a military veteran. And I had been undocumented for most of my childhood and adolescence. All of that made for a path that was not always easy. Thankfully, along the way I found teachers, scholars, mentors, and advisers who, ­whether instinctually or by virtue of their training or experience, knew what to do to help me succeed. Not every­one is so fortunate, however, and despite the best efforts of t­ hose who lit my path, even I faced obstacles along the way. In what follows, I offer some reflections on my own experiences and on challenges for nontraditional students in higher education and the acad­emy. Along with some insights from other scholars, I share some thoughts on how instructors and advisers might help undocumented students (often called Dreamers) and ­those who come from undocumented or mixed-­status families, as well as veterans—­and by extension, nontraditional students more generally. It would be impossible to speak for all undocumented, veteran, or nontraditional students or to offer a complete or comprehensive guide to teaching, mentoring, or working with ­these populations. Rather, I hope this serves as a starting point for impor­tant conversations in and beyond the classroom about how to better serve nontraditional students, especially (but not only) veterans and Dreamers. 194  eladio bobadilla

First, some background on my own trajectory. I grew up in a village in southern Zacatecas, Mexico, where I lived with my m ­ other and my older s­ ister. We ­were poor. We lived in a small adobe ­house with no indoor plumbing, and our usual meals consisted of l­ittle more than corn, beans, and tortillas. My f­ather, who had been working seasonally in the United States since the mid-1960s (he was a bracero—­a contracted farmworker—­toward the end of the program and has just celebrated his eighty-­second birthday), left us for several months, sometimes a year or longer, to work in the United States. In 1996, ­after he was granted permanent resident (“green card”) status, he brought us north with him. We settled in Delano, CA, an agricultural town made famous by the César Chávez–­led farmworker strug­gle of the 1960s and 1970s. I did not have documents at that time, but my f­ather believed that we all had a better chance at a dignified life in the United States than we did back home, and I was able to attend ­middle school and high school ­there. One ­woman I interviewed for my dissertation on the history of the modern immigrants’ rights movement said, “Who needs papers when ­you’re a kid?” And she was at least partly right. Initially, I hardly thought about my immigration status. I focused my energy on learning En­glish and on d­ oing well in school. Soon enough, however, the realities of undocumented life caught up with me. As I grew older, I became more aware—­and anxious—­about the ever-­present danger of deportation. Border Patrol sightings ­were common in the California Central Valley, even though it lies hundreds of miles from the border. And as many of my peers began talking about and preparing for college, I realized that higher education was prob­ably out of reach for me. My parents ­were poor, and my undocumented status severely ­limited my opportunities. I began skipping school, flirting with gang activity, and failing classes. When I reached the beginning of my se­nior year, I de­cided I owed it to my parents and their sacrifices to at least gradu­ate from high school. I took remedial courses, attended weekend and after-­school make-up sessions, and scraped together enough credits for graduation. In 2004, I became the first person in my ­family to gradu­ate from high school, and I began working the night shift at a local big-­box ware­house. About a year ­after that, I received a piece of mail that changed my life. My green card had fi­nally been approved. The day ­after I got my official papers, in November of 2005, I walked into a recruiting station and joined the United States Navy in hopes of earning some money for college. A ­ fter boot camp, I attended apprenticeship school in Meridian, Mississippi, and I was stationed in San Diego. In 2008, I was deployed to the ­Middle East in support of Operations Enduring Freedom and Iraqi Freedom. My duties w ­ ere mostly mundane, and to stave off the boredom of life in Nontraditional Students  195

deployment, I read widely. Two books in par­tic­u­lar deeply ­shaped my thinking and aspirations: Howard Zinn’s A ­People’s History of the United States, and Joseph Heller’s Catch-22. ­After reading ­those two books, I knew I wanted to be a historian. While still deployed, I began taking as many College Level Examination Program tests as I could, along with a ­couple of online classes. I also began to investigate where I could possibly gain ac­cep­tance, a major concern for me at the time, given my atrocious high school rec­ord. Community college was an option, but the structure of the gi Bill was not particularly well suited to that type of institution.4 My wife, whom I had met in the ser­vice, suggested attending college in her home state of Utah, where spouses of residents of the state are usually granted in-­state tuition and where most four-­year colleges and universities have an open-­enrollment policy.5 ­Until then, I had no idea open-­ enrollment four-­year colleges and universities even existed. I began my undergraduate work at Weber State University in Ogden, Utah, in January 2010, on the gi Bill, and finished college in three years, thanks to the availability of eve­ning, summer, and weekend classes t­ here. At wsu, I met dedicated teacher-­scholars who ­were accustomed to working with nontraditional students, though I suspect few had worked with undocumented (or formerly undocumented) students. I graduated in 2012 with a bachelor’s degree, and I applied to several gradu­ate programs. I attended Duke University from 2013 to 2019, when I earned my PhD in history. I offer ­these details to explain that perhaps the most impor­tant lesson anyone can take from my experience is that ­every path to higher education and to academia is unique. Not every­one follows a linear path from high school to four-­year college to gradu­ate or professional school. And yet, much of higher education remains structured in a way that presumes this is the norm, or worse, the “correct” path. Unfortunately, this often limits the ways that faculty understand, teach, and advise their students. What­ever success I had was ­because of advisers at both the undergraduate and gradu­ate levels who understood my par­tic­ u­lar trajectory, my specific academic needs, and my individual professional goals. Still, even with a cadre of supportive advisers, t­ here ­were moments in certain times and contexts when I felt I was not valued or heard. Some professors in college warned me against “rushing” to gradu­ate in three years, failing to understand how the gi Bill was disbursed and structured (housing stipends, for example, are only paid out to veterans who are attending college full time, and they stop during breaks, including summers in which one is not enrolled full time).6 In gradu­ate school, I once had a painful conversation with a faculty member who could not understand why I was struggling more than my peers, many of whom came from prestigious colleges and universities and had much 196  eladio bobadilla

more theoretical, historiographical, and archival training than I did. During a particularly difficult period in gradu­ate school, this faculty member more than once pressured me to drop out of the program, on several occasions (and at times publicly) telling me that “gradu­ate school ­isn’t for every­one.” Over the years, I proved I was capable of learning and succeeding in my gradu­ate work, but at the time, I came close to giving up. For some time, I believed that perhaps this professor was right—­that a poor son of nearly illiterate farmworkers did not belong in gradu­ate school. Eventually, with the backing of more supportive faculty members and outstanding advisers, I climbed out of that rut. Even so, I would not have been able to fight for myself without access to higher education in the first place. My ability to gradu­ate from college was part hard work and determination, sure, but also part luck, especially in getting my green card just a year a­ fter graduating from high school. But for millions of young ­people in this country, ­limited access to higher education ­because of their immigration status remains a tremendous challenge. Even a­ fter President Barack Obama instituted the Deferred Action for Childhood Arrivals program in 2012 to provide some relief for young undocumented ­people in the wake of Congress’s failure to pass the Development, Relief, and Education for Alien Minors (dream, from which the term Dreamer is derived) Act, inaccessibility to higher education has remained a serious obstacle. This is especially true for undocumented youth who live in states that are unfriendly—or outwardly hostile—­toward them. For example, while ­there are dozens of resource centers for undocumented students across the three higher education systems in California—­which is one of twenty states that allows undocumented students to receive in-­state tuition and has passed its own dream Act—­students in other states are charged out-­of-­state tuition and have no such resources to help them navigate college admissions and the financial aid pro­cess.7 Worse still, some states not only lack resources, but they have made the pro­ cess difficult and restrictive by design. One such example is the state of Georgia, which in the last de­cade has instituted some of the most draconian laws against undocumented youth anywhere in the country, ­going as far as barring undocumented students from selective state universities.8 The situation in Georgia led to the founding of Freedom University, described by its found­ers and students as “a modern-­day freedom school” that provides “college preparation classes, college and scholarship application assistance, and movement leadership training for undocumented students banned from equal access to public higher education” in the state.9 Bethany Moreton, one of the founding members of fu Georgia who now teaches at Dartmouth University, said she learned a g­ reat Nontraditional Students  197

deal from the experiment. Moreton was surprised to learn, for example, that “the single biggest issue” for the undocumented students she served in Georgia was transportation, since the state also denied undocumented ­people driver’s licenses. Moreton also notes that while ­there was no shortage of volunteers to teach classes and mentor students, few wanted “to do the grunt work” necessary to support undocumented students, tasks such as “sending emails, making copies . . . ​very unglamorous, very unfun” but necessary work. High-­profile examples of civil disobedience brought a ­great deal of attention to the po­liti­cal and social strug­gles of undocumented students in Georgia.10 But often the everyday needs and strug­gles of undocumented students across the country still go unheard and unaddressed. For many undocumented students, their status (or that of their families) is at the very least distracting, and it is often traumatic in ways few realize. Many of them live in constant fear of deportation or ­family separation, which despite the reports that have dominated the news in recent years, has been a real­ity for undocumented or mixed-­status families for de­cades.11 David-­James Gonzales, who has taught at the University of Southern California and the University of California–­Los Angeles and who now teaches at Brigham Young University, says instructors “should be aware of the ­mental and emotional stress undocumented students experience” ­every day “as a result of uncertainties pertaining to the immigration status of themselves, ­family, and community members.” Gonzales says he has noted a “sharp rise” in students’ anxiety since the 2016 election in par­tic­ul­ ar.12 Gonzales says instructors can and often do make assumptions about undocumented students that make an already difficult situation worse. Even a gesture as innocuous as admiring a student’s English-­language proficiency can exacerbate ­matters. Coronel, for one, remembers often being told, “your En­glish is so good.” While well-­meaning, such comments delegitimize the complex realities of undocumented life. Even as ­they’re marked as “foreign,” undocumented students often know nothing beyond the United States; many ­don’t even speak their “native” language.13 It has been a curious irony that undocumented status has often served to Americanize non-­US-­born youths. Personally, I remember the many times my classmates and friends spent summers in Mexico, visiting their grandparents and extended f­ amily, while I sat at home watching English-­ language tele­vi­sion and practicing the language, at times furiously working to rid myself of my accent—­not out of shame or internalized hate as some assumed, but out of something simpler: fear. I wanted to avoid standing out in hopes of avoiding being ­stopped or identified by immigration or the police. Complex identities and intertwined realities often collide in odd, sometimes painful and humiliating ways, even in institutions that purport to be 198  eladio bobadilla

meritocratic and far removed from discriminatory times. In the military, my foreignness produced a number of obstacles and indignities. For one ­thing, non-­naturalized ser­vice members are ­limited in the jobs, duties, and opportunities available to them, resulting in an unspoken policy of ongoing segregation in the military, despite the Pentagon’s insistence that racial segregation in its ser­vices’ ranks is a ­thing of the distant past.14 And before I was granted citizenship, I—­like many of the other thirty-­five thousand non–­US citizens in the military—­was often reminded that I did not quite “belong” in the ser­vice, sometimes in subtle ways, sometimes not so subtle. As one example, for a time the Navy labeled all non-­citizens in official correspondence, including email, as “fornats”—­foreign nationals—­and even appended the country domain of sailors’ countries of origin to their official email addresses (something like first. [email protected]). I suppose that kind of ­thing is what in academic circles we might call a “microaggression.”15 But in the acad­emy, it was often my veteran status that posed hurdles in my educational path. Feedback to my writing, for example, often revealed surprise at my skepticism of militarism and at my ability to think critically about social, historical, and po­liti­cal questions. It was not difficult to see that professors expected me to be overly militaristic, rigid, and unwilling to learn, common complaints about veterans.16 For me, this was relatively easy to overcome, but ste­reo­types and unfamiliarity with veterans can be more pernicious and more consequential to ­those who have endured war­time trauma. Between 11 and 20 ­percent of Iraq and Af­ghan­i­stan veterans suffer from post-­traumatic stress disorder; recent surveys reveal that a staggering 71 to 90 ­percent of female veterans have been sexually harassed and one-­third have been sexually assaulted; and nearly five million ­people have some form of service-­related disability.17 Just as with undocumented students, the image many college instructors have in their minds of what a veteran looks like may not be the one they actually encounter. When they picture a Bronze Star combat medic, for example, they may not think of someone like Kate Dahlstrand, a decorated Iraq war veteran who recently finished her PhD at the University of Georgia.18 Dahlstrand, who is a military historian and who has worked on collecting veterans’ oral histories in Georgia, also reminds us that student veterans hope for a degree of sensitivity that is not always afforded them. Upon returning from Iraq and enrolling in college, Dahlstrand remembers being asked deeply insensitive and inappropriate questions in the classroom, among them, “What was the worst day like over ­there?” and “How many dead ­people did you see?” She says that “twenty years of constant warfare has taught many Americans” that such questions are “an invitation to angry outbursts.” But perhaps better class management, including Nontraditional Students  199

instructors that explic­itly set ground rules for student discussions, or who w ­ ere willing to step in and ­gently steer the conversation in another direction, might have prevented such episodes in the first place. But while “that sort of insensitivity ­isn’t as obvious anymore,” well-­meaning but ultimately harmful inquiries and comments continue to plague veterans. Dahlstrand says she has often received “encouragement” in the form of comments like “­you’ve been to war; you can certainly do this” and “this [academic] work must be nothing compared to combat.” While well intentioned, such statements invalidate the strug­gles of academic life and place unrealistic and unfair expectations on student veterans, who may well be dealing with severe residual and ongoing stress or injury from their ser­vice while also dealing with the demanding rigors of academic life. None of this is to suggest that instructors and academics o­ ught to naturally and inherently possess the knowledge to deal with issues facing veterans, undocumented students, or for that m ­ atter, other vulnerable and nontraditional populations. Neither is it to suggest that instructors should act as therapists, social workers, or l­egal representatives. Indeed, one of the most impor­tant ­things academics can do, as Moreton puts it, is “know what we can contribute and what we have no business trying to contribute.” In fact, attempting to serve as a “savior” to vulnerable students is risky territory, likely to lead to de­pen­dency at best and, in more serious cases, to inappropriate or exploitative relationships. Instructors and advisers, then, ­ought to remember, first and foremost, their limits and the bound­aries of their positions—­and work backward from ­there. While they cannot be therapists or l­egal advocates, instructors can offer support and create safe and welcoming environments for their students to learn and grow in. This seldom requires much effort or g­ rand gestures; small ones can go a long way. Juan Coronado, an assistant professor at Central Connecticut State University who has taught both undocumented and veteran students, says that faculty members often find that something as s­ imple as “veteran-­friendly” and “Dreamer-­friendly” stickers in faculty offices have helped veterans and undocumented students feel welcome. In the classroom, instructors can make clear that self-­identifying is optional, and set ground rules for discussions about sensitive topics. And they can explain that while they cannot be all t­ hings to all students, they can be the first line of support who can connect students to the right resources. In other words, what faculty can always provide to undocumented and veteran students to help them succeed is empathy, sensitivity, openness, and kindness. To avoid letting “diversity” and “inclusion” become mere buzzwords, academics need to take seriously questions of access, to take stock of their own blind spots, to be aware of their own limitations, and to educate themselves 200  eladio bobadilla

about the issues facing their nontraditional students. As scholars and educators, we often think of ourselves as producers of knowledge and as promoters of democracy. As such, we owe it to our students, our communities, and our profession to be better informed, better prepared, and better equipped to serve students from diverse backgrounds and experiences, including t­ hose who come from immigrant backgrounds and families, who are veterans, and who may other­wise have followed nontraditional paths to our classrooms.

notes 1. Alicia Parlapiano and Karen Yourish, “A Typical ‘Dreamer’ Lives in Los Angeles, Is from Mexico and Came to the U.S. at 6,” New York Times, September 7, 2017, A17. 2. Department of Veterans Affairs, “Characteristics of Student Veterans” (va Campus Toolkit Handout), reviewed April 22, 2014, https://­www​.­mentalhealth​.­va​.­gov​ /­studentveteran​/­docs​/­ed​_­todaysStudentVets​.­html, accessed July 10, 2019; Catharine Bond Hill, Martin Kurzweil, Elizabeth Davidson Pisacreta, and Emily Schwartz, “Enrolling More Veterans at High-­Graduation-­Rate Colleges and Universities,” Ithaka s +r, January 10, 2019, https://­doi​.­org​/­10​.­18665​/­sr​.­310816. 3. Daniel B. Wood, “California’s Prop. 187 Puts Illegal Immigrants on Edge,” Christian Science Monitor, November 22, 1994, https://­www​.­csmonitor​.­com​/­1994​/­1122​/­22021​.­html. 4. Jon Marcus, “Community Colleges Rarely Gradu­ate the Veterans They Recruit,” The Atlantic, April 21, 2017, https://­www​.­theatlantic​.­com​/­education​/­archive​/­2017​/­04​/­why​ -­is​-­the​-­student​-­veteran​-­graduation​-­rate​-­so​-­low​/­523779​/­. 5. Courtney Tanner, “The Number of College Students in Utah Is Almost as Large as Salt Lake City’s Population,” Salt Lake Tribune, October 4, 2018, https://­www​.­sltrib​.­com​ /­news​/­education​/­2018​/­10​/­04​/­utah​-­valley​-­university​/­. See also “Step Up to Higher Education: 2018–19 College Guide,” accessed January 28, 2020, https://­stepuputah​.­com​/­site​ /­uploads​/­2018​/­09​/­2018​-­19​_­college​-­guide​.­pdf. 6. Citation Nr: 1437385, Decision Date: 08/21/14, Archive Date: 08/27/14, Docket No. 11-23-891, On Appeal from the Department of Veterans Affairs Regional Office in St. Louis, MO, https://­www​.­va​.­gov​/­vetapp14​/­Files5​/­1437385​.­txt. 7. The Campaign for College Opportunity, “Campus Resources for Undocumented Students,” accessed June 9, 2019, https://­collegecampaign​.­org​/­undoc​-­student​-­resources​ /­; Nanette Asimov and Wyatt Buchanan, “Jerry Brown Signs Dream Act for Illegal Immigrants,” San Francisco Chronicle, October 8, 2011, https://­www​.­sfgate​.­com​/­news​ /­article​/­Jerry​-­Brown​-­signs​-­Dream​-­Act​-­for​-­illegal​-­immigrants​-­2327890​.­php; Yara Simón, “Undocumented Students Can Receive in-­State Tuition in ­These 20 States,” Remezcla, June 19, 2019, https://­remezcla​.­com​/­lists​/­culture​/­undocumented​-­students​-­in​-­state​ -­tuition​-­20​-s­ tates​/­. 8. Georgia Board of Regents Policy Manual, “4.1.6, Admission of Persons Not Lawfully Pre­sent in the United States,” policy instituted October 2010, https://­www​.­usg​.­edu​ /­policymanual​/­section4​/­C327​/­#p4​.­1​.­6​_­admission​_­of​_­persons​_­not​_­lawfully​_­present​_­in​ _­the​_­united​_s­ tates. Nontraditional Students  201

9. Freedom University, “Who We Are,” accessed June 4, 2019, https://­freedom​ -­university​.­org​/­home. 10. Lee Shearer, “9 Arrested during Freedom University Sit-in at uga,” Athens Banner-­ Herald, January 10, 2015, https://­www​.­onlineathens​.­com​/­uga​/­2015​-­01​-­10​/­9​-­arrested​ -­during​-­freedom​-­university​-­sit​-­uga; Mark Lieberman, “tv Comedian, Protesters Arrested at Georgia Higher Ed Meeting,” Inside Higher Education, February 15, 2019, https://­www​ .­insidehighered​.­com​/­quicktakes​/­2019​/­02​/­15​/­tv​-­comedian​-­protesters​-­arrested​-­georgia​ -­higher​-­ed​-­meeting. 11. Natalie Escobar, “­Family Separation ­Isn’t New,” The Atlantic, August 14, 2018, https://­www​.­theatlantic​.­com​/­family​/­archive​/­2018​/­08​/­us​-­immigration​-­policy​-­has​ -­traumatized​-­children​-­for​-­nearly​-­100​-­years​/­567479​/­. 12. Victor Agbafe, “Immigration and the 2016 Election,” Harvard Po­liti­cal Review, January 18, 2016, https://­harvardpolitics​.­com​/­united​-­states​/­immigration​-­2016​-­election​/­. 13. Lulu Garcia-­Navarro, “Deported ­after Living in the U.S. for 26 Years, He Navigates a New Life in Mexico,” npr, May 19, 2019, https://­www​.­npr​.­org​/­2019​/­05​/­19​/­723739490​ /­deported​-­after​-­living​-­in​-­the​-­u​-­s​-­for​-­26​-­years​-­he​-­navigates​-­a​-­new​-­life​-­in​-­mexico. 14. Thomas E. Ricks, “Racial Inclusion and Diversity in the Armed Forces: Some Thoughts on ­Today,” Foreign Policy, October 6, 2016, https://­foreignpolicy​.­com​/­2016​/­10​ /­06​/­racial​-­inclusion​-­and​-­diversity​-­in​-­the​-­armed​-­forces​-­some​-­thoughts​-­on​-­today​/­. 15. Bradley Campbell and Jason Manning, “Microaggression and Changing Moral Cultures,” Chronicle of Higher Education, July 9, 2015, https://­www​.­chronicle​.­com​/­article​ /­MicroaggressionChanging​/­231395. 16. Eladio Bobadilla, “ ‘What It Means to Be a Citizen’: Student Veterans in History Classrooms,” Perspectives on History, January 9, 2017, https://­www​.­historians​.­org​ /­publications​-­and​-­directories​/­perspectives​-­on​-­history​/­january​-­2017​/­what​-­it​-­means​-­to​-­be​ -­a​-­citizen​-­student​-­veterans​-­in​-­history​-­classrooms. 17. US Department of Veterans Affairs, “How Common Is ptsd in Veterans?,” accessed June 18, 2019, https://­www​.­ptsd​.­va​.­gov​/­understand​/­common​/­common​_­veterans​.­asp; National Resource Center for Domestic Vio­lence, “Challenges Specific to Female Veterans,” accessed June 20, 2019, https://­vawnet​.­org​/­sc​/­challenges​-­specific​-­female​-­veterans; US Department of Veterans Affairs, “Statistical Trends: Veterans with a Service-­Connected Disability, 1990 to 2018,” May 2019, https://­www​.­va​.­gov​/­vetdata​/­docs​/­Quickfacts​/­SCD​ _­trends​_­FINAL​_2­ 018​.­pdf. 18. Lee Shearer, “­Brothers in Arms?: Civil War Real­ity Predates Transgender Debate,” Athens Banner-­Herald, April 14, 2018, https://­www​.­onlineathens​.­com​/­news​/­20180414​ /­brothers​-­in​-a­ rms​-­civil​-­war​-­reality​-­predates​-­transgender​-­debate.

202  eladio bobadilla

23. Understanding Microaggressions antar tichavakunda

Beyond a concept used by scholars to research identity, ste­reo­types, and belonging, the term “microaggression” has reached buzzword status. From internet think pieces to YouTube videos to Webster’s dictionary, the word has become a part of our popu­lar culture. The goal of this essay is to provide a general understanding of what microaggressions are, by defining them and then providing some examples of them from my own experience and research. I hope to help readers better identify microaggressions when they happen to you or somebody e­ lse (a student, for example), and to think about potential responses to such incidents. Microagressions are defined as subtle visual, verbal, and nonverbal insults about identity that can contribute to feelings of marginalization (Solórzano, Ceja, and Yosso 2000). Much work demonstrates the potentially devastating impact of microaggressions (e.g., Smith, Hung, and Franklin 2011; Yosso et al. 2009). Chester Pierce, a Black psychiatrist, first introduced the term “microaggressions” in 1978 as “subtle, stunning, often automatic, and nonverbal exchanges which are ‘put downs’ of Blacks by offenders” (66). Since then, the concept has been broadly applied to other types and aspects of identity (e.g., gender, class, religion, and ability). Microaggressions are varied, lying along the spectrum of unintentional to intentional, and context-­based. An example of a microaggression might be a non-­Black student at a predominantly white institution (pwi) assuming that a Black male plays on a sports team—­for no other reason than his race and the ste­reo­type of Black men gaining entry into college by way of athletics. As an undergraduate at a pwi myself, I was asked by many non-­Black

students, “Do you play on the basketball team?” or “Do you play a sport h ­ ere?” for no other reason I could observe other than that I am a Black man. Another microaggression might be asking a South Asian person, “Where ­were you born?” or commenting, “Your En­glish is ­really good.” The assumption b­ ehind the question and observation is that the person was not born in the United States, for no other reason than their appearance or surname. The messaging ­behind ­these microaggressions is that the person is not an American. Microaggressions can also be nonverbal. Consider a white w ­ oman speeding up her pace and clutching her purse upon seeing a Latino or Black man on the same street. Although the ­woman does not say anything, her actions and body language express that she assumes the man is a criminal and potentially dangerous (Sue et al. 2007). Another example comes from one of my research interviewees, a Black ­woman majoring in computer science. She was ostracized by her peers and recounted her experiences with microaggressions and, at times, clear displays of racism. Microaggressions sometimes manifested in non-­Black students avoiding the seats next to her in lecture. An obvious manifestation of racism, however, involved an Asian American student refusing to help her with a prob­lem set, saying, “You are ­going to get a job and I’m not.” The clear assumption was that the Black ­woman had a better chance of acquiring a job solely ­because of her racial identity and desired “diversity.” Regardless of how subtle a microaggression is, however, as Pierce (1978) argued, microaggressions are “only micro in name, since their very number requires a total effort that is incalculable” (520). For the interviewee, the only Black w ­ oman in her major, such actions resulted in psychological strain. Campuses are diverse, racialized places (see, e.g., Harper and Hurtado 2007; Tichavakunda 2017) where misunderstandings and unintentional offenses are bound to occur. For that reason, we must make sure to consider the context in which microaggressions happen. Asking p­ eople where they are from at an orientation or during an icebreaker might not be considered a microaggression, given the nature of the event. The words, by themselves, ­matter—­but context shapes ­whether or not an interaction might be understood as a microaggression. Microaggressions research is contested. Some take issue with the name and question the validity of microaggressions research, arguing that such research makes strong claims without sufficient scientific evidence (Lilienfeld 2017). ­Others suggest that microaggressions are a symptom of a culture of victimhood and infantilization (Lukianoff and Haidt 2015). The debate between Derald Wing Sue, one of the foremost scholars of microaggressions research, and Scott Lilienfeld, a psychologist and critic of microaggressions research, is useful to examine (see Sue 2017; Lilienfeld 2017). Lilienfeld argues that microaggressions 204  antar tichavakunda

research is hinged on premises that lack “scientific evidence” (140). Sue, however, suggests that Lilienfeld’s worldview fails to acknowledge clear evidence of the real­ity and impact of microaggressions. In making his point, Sue quotes the African proverb, “­Until the lions have their story tellers, stories of the hunt ­will always glorify the hunter.” Microaggressions are certainly not bound only to the student experience. More recently, as a first-­year professor, I have had to respond to p­ eople’s assumptions that I am a student. Some of this, I am sure, has to do with my younger age, relative to other faculty. As such, on most occasions, I do not consider the question a microaggression. However, some p­ eople’s reactions to hearing that I am a professor—­looks of incredulity, confusion, and even anger—­suggest that I do not fit the mold of how a professor should look. I respond in a variety of ways, sometimes with just a smile, sometimes with silence and eye contact, but always with the knowledge of the root of microaggressions—­legacies of structural domination and oppressive ideologies based on identities. Regardless of my response, I make a point never to provide any further explanation to their looks of confusion. This experience, however, is shared by many other professors who do not identify as white heterosexual men. Two professors even started the #ThisIsWhatAProfessorLooksLike campaign to highlight scholars who ­were younger, p­ eople of color, w ­ omen, and/or queer to challenge traditional, narrow depictions of professors. Before offering words of advice about how to respond to a microaggression, I would like to preface my remarks by affirming that ­people manage ste­reo­ types differently (McGee and Martin 2011). For example, in a recent study I conducted on Black engineering majors at a pwi, I asked participants how they would respond to the sentence “When I look at you, I d­ on’t see color.” This statement is sometimes considered a microaggression b­ ecause it denies a person’s racialized realities or ethnic culture. Students suggested they would have responded in a variety of ways, from not being affected at all, to brushing off the statement, to using it as a moment of instruction. Responses, however, would depend on the participant’s relationship with the deliverer of the microaggression. “I know I prob­ably do ­things that upset ­people, so I want to give ­people the benefit of the doubt. . . . ​Some ­people I cut off ­because I’m not close with [them] ­either way. . . . ​With friends, . . . ​I’ll sit down and talk to them,” one person said. This strategy seemed to protect their peace and feelings. ­Others, however, ­were more vocal in their experiences and found peace in calling out a microaggression. Similar to responding to microaggressions, t­here is no one or best way to avoid delivering a microaggression. Certainly, taking the initiative to learn about identities and cultures other than your own is helpful. In daily interactions with Understanding Microaggressions  205

other ­people, avoiding an identity-­based offense might be as ­simple as being more reflective and thoughtful about what statements or assumptions one makes (see Sue et al. 2007). Some scholars (e.g., Powell, Demetriou, and Fisher 2013; Rowe 2008) have also suggested applying microaffirmations to create a more positive and inclusive culture. Microaffirmations are small acts in a work or educational environment that facilitate feelings of support and belonging for ­people who might other­wise feel alienated in that environment. For example, in a predominantly male and white classroom, a Chicana student might feel distinctive and unwelcome. Microaffirmations are the steps one takes to subtly communicate to the student that she is welcome, ­matters, and is fully capable of thriving in the class. Examples of microaffirmations might include taking the time to learn and pronounce students’ names correctly, constructing a syllabus with authors of dif­fer­ent backgrounds and identities, or providing feedback to students and colleagues that emphasize their strengths (Powell, Demetriou, and Fisher 2013). One of the reasons microaggressions research has taken such hold, I believe, is ­because it names an experience that is difficult to describe, yet common. I would recommend to other academics that they join or create a space or group of ­people with whom they can discuss t­ hese feelings of alienation. ­Whether it is an affinity group, a friend group, a mentor, or f­ amily members, being able to share your experience without feeling judged is impor­tant. Chester Pierce (1995) explained that the most perplexing burden of identity-­based oppression in dealing with microaggressions is responding to them: “Knowing how and when to defend requires time and energy that oppressors cannot appreciate,” he wrote (282). Throughout my educational and life journey, I have found power in naming for myself the microaggressions I have experienced. ­After naming the offense, I try my best to avoid giving the interaction any more energy or thought. Sometimes, however, I do replay the event over and over again in my mind. Other times, I share the experience with someone e­ lse for affirmation. We have power over how we react to microaggressions and the energy we give them in thought. In dealing with microaggressions, do what you feel is necessary to protect your peace.

works cited Agarwal, P. 2019. “How Microaggressions Can Affect Wellbeing in the Workplace.” Forbes, March 29. https://­www​.­forbes​.c­ om​/s­ ites​/p­ ragyaagarwaleurope​/2­ 019​/0 ­ 3​/2­ 9​ /­how​-­microaggressions​-­can​-­affect​-­wellbeing​-­in​-­the​-­workplace​/­#249a677b73cb. Gant, E. 2017. “27 Workplace Microaggressions That’ll Make You Ask ‘How’d They Even Get Hired?’ ” BuzzFeed, October 8. https://­www​.­buzzfeed​.­com​/­essencegant​/­workplace​ -­microaggression​-­horror​-­stories. 206  antar tichavakunda

Harper, S. R., and S. Hurtado. 2007. “Nine Themes in Campus Racial Climates and Implications for Institutional Transformation.” New Directions for Student Ser­vices 120:7–24. Italie, L. 2017. “Ghosting, Shade, Microaggression Hit Merriam-­Webster Website.” Denver Post, February 8. https://­www​.d­ enverpost​.c­ om​/­2017​/­02​/­08​/­merriam​-­webster​-­new​ -­words​/­. Lilienfeld, S. O. 2017. “Microaggressions: Strong Claims, Inadequate Evidence.” Perspectives on Psychological Science 12.1: 138–169. Lukianoff, G., and J. Haidt. 2015. “The Coddling of the American Mind.” The Atlantic, September. http://www​.­theatlantic​.­com​/­magazine​/­archive​/­2015​/­09​/­the​-­coddling​-­of​ -­the​-­american​-­mind​/­399356​/­. McGee, E. O., and D. B. Martin. 2011. “ ‘You Would Not Believe What I Have to Go Through to Prove My Intellectual Value!’: Ste­reo­type Management among Academically Successful Black Mathe­matics and Engineering Students.” American Educational Research Journal 48.6: 1347–1389. Pierce, C. 1995. “Stress Analogs of Racism and Sexism: Terrorism, Torture, and Disaster.” In ­Mental Health, Racism, and Sexism, edited by C. Willie, P. Rieker, B. Kramer, and B. Brown, 277–293. Pittsburgh: University of Pittsburgh Press. Pierce, C., J. Carew, D. Pierce-­Gonzalez, and D. Willis. 1978. “An Experiment in Racism: tv Commercials.” In Tele­vi­sion and Education, ed. C. Pierce, 62–88. Beverly Hills: Sage. Powell, C., C. Demetriou, and A. Fisher. 2013. “Micro-­Affirmations in Academic Advising: Small Acts, Big Impact.” The Mentor: Innovative Scholarship on Academic Advising 15. https://doi.org/10.26209/MJ1561286. Rowe, M. 2008. “Micro-­Affirmations and Micro-­Inequities.” Journal of the International Ombudsman Association 1.1: 45–48. Smith, W. A., M. Hung, and J. D. Franklin. 2011. “Racial ­Battle Fatigue and the MisEducation of Black Men: Racial Microaggressions, Societal Prob­lems, and Environmental Stress.” Journal of Negro Education 80.1: 63–82. Solórzano, D. G., M. Ceja, and T. Yosso. 2000. “Critical Race Theory, Racial Microaggressions, and Campus Racial Climate: The Experiences of African American College Students.” Journal of Negro Education 69.1: 60–73. Sue, D. W. 2017. “Microaggressions and ‘Evidence’: Empirical or Experiential Real­ity?” Perspectives on Psychological Science 12.1: 170–172. Sue, D. W., C. M. Capodilupo, G. C. Torino, J. M. Bucceri, A. Holder, K. L. Nadal, and M. Esquilin. 2007. “Racial Microaggressions in Everyday Life: Implications for Clinical Practice.” American Psychologist 62.4: 271–286. Tichavakunda, A. A. 2017. “Perceptions of Financial Aid: Black Students at a Predominantly White Institution.” Educational Forum 81.1: 3–17. Yosso, T., W. Smith, M. Ceja, and D. Solórzano. 2009. “Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates.” Harvard Educational Review 79.4: 659–691.

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24. Shifting Borders: Collaborative Teaching and Researching with Students on Latinx Roots in Oregon lynn stephen

One of the fundamental jobs of cultural anthropology, one of my disciplines, is to codify the repre­sen­ta­tion and resignification of difference. In this pro­cess, the borders, which form the outlines of our personal histories, are the first ones we have to excavate, confront, and cross. Once we have done that, we can focus in turn on the constant redrawing and resignification of bound­aries marking difference that occurs around us. The study of shifting borders is thus an internal pro­cess as much as an exterior analytical exercise. ­Here I use the concept of shifting borders to examine a collaborative pro­cess of teaching, learning, research, and knowledge production. I have participated in this pro­cess with five generations of students at the University of Oregon and co-­teacher Gabriela Martínez, through a two-­course sequence titled Latino Roots (see Stone 2017). I use our shared journey over a six-­month period as a lens to examine how we built awareness and analy­sis about the categories of difference and borders which had functioned in our own roots and lives; moved to look historically at how t­ hese categories and borders ­were ­imagined, created, and given ­legal and po­liti­cal force; and then took ­these analyses and experiences into the production of oral history documentaries that attempted to explore the contextualized depth and breadth of Latin American and Latinx settlement and incorporation into the state of Oregon.

Borders of the Self

Proponents of activist and collaborative anthropology often propose subverting the objective/subjective distinction (Hale 2008; Leyva, Burguete, and Speed 2008; Stephen 2013). If we integrate that idea with research methodology, then the first step of investigation is to ask oneself the same questions that w ­ ill be asked of ­others. In working with the student researchers I discuss ­here, this came first through having students consider their own ­family histories and roots. We can begin with the question, “Where do I come from—­what are my roots?” Of course, this is a question I first have to answer myself before asking my students to engage with it. In this class as well as in another gradu­ate class I teach on Ethics, Epistemologies, and Ethnographic Research, I first talk about the positions that we have as students and faculty, which give us resources and access that we are obligated to use to support t­ hose we conduct research with and about. In Latino Roots, my co-­teacher and I share our own stories with our students. In my case, I discuss my life in Chicago and in the suburbs growing up; beginning work at age fifteen; having parents who encouraged me in school; and getting into a very good liberal arts college that was the gateway to a PhD in anthropology. I discuss being white and being an academic as well as my commitment to activist and collaborative research. Unlike students, of course, I have the security of tenure and a very good salary. I acknowledge that but also share how I remained committed to activist and collaborative research while I was a gradu­ate student. In general, I find that my students of color, as well as colleagues, are less interested in public acknowledgments of white privilege and more interested in the outcomes of my teaching and research—­ which hopefully demonstrate my commitment to engaged research that works at least partly in the ser­vice of ­those it is about. Latino Roots classes are often about 40–50 ­percent Latinx students, a few African American students, and about 40–50 ­percent White students. The class is a graduate/undergraduate class so it has five to six gradu­ate students in addition to undergraduates. The gradu­ate students are often students of color (Latinx, Indigenous, Asian) and are from anthropology, journalism, and communication. The undergraduates come from widely dif­fer­ent backgrounds, hailing from small towns in rural Oregon to Los Angeles. The class includes a range of majors, including anthropology, ethnic studies, journalism, po­liti­cal science, and o­ thers. Ethnic studies majors come to class equipped to discuss race, racism, and difference, and are a real resource for the class, as are most of the gradu­ate students. Early on, our discussions of race and racism as a part of interrogating the racial-­ethnic history of the US west may result in potential conflicts among students; but once we have gone through the exercise of every­one Collaborative Teaching and Researching  209

sharing their families’ histories, students become seriously invested in the class and classmates. We also do a lot of small group work and work in pairs, which allows students to ­really get to know one another. They work together over two quarters (twenty weeks), outside of class, and for long hours in a lab editing their films. ­These experiences of pairing and putting students together across difference, drawing on skills and experiences they can offer each other, often is a transformative experience. This is a relatively small class (twenty five students total). The scale, along with the extended time together, allows students to ­really get to know and learn from one another. Such circumstances are privileged; other classes I teach, with bigger enrollments (one or two hundred), require careful work in discussion sections of twenty to twenty-­five to try to bridge differences and potential conflicts. Researchers who go through a pro­cess of self-­reflection about where they come from, their work and community trajectories, and where they want to go in the f­uture, have a basis for beginning to analyze the categories of difference that have permeated their life stories at dif­fer­ent times. If ­these categories are excavated and turned over in the light of shared analy­sis and reflection, then the borders that they set up become clarified. If t­ here is collective reflection about the categories that emerge in dif­fer­ent ­people’s stories, then t­ here is both an individual and a collective pro­cess of dialogue and exchange about such categories. The excavation of ­these categories of difference from students’ own histories, and their shared analy­sis, debate, and discussion of how they work, provided the class with a rich corpus of information. The discussions produced an embedded and personally significant understanding and set of questions relating to categories of difference and the borders they create, which students could then use to analyze historical readings and bring into their oral history and film proj­ects. When student researchers become aware of how t­ hese concepts have functioned in their own lives, where they have come from historically, they can push themselves individually and collectively to consider other ways of knowing and framing knowledge.

Historicizing Shifting Borders

One of the questions guiding our research and production of oral histories in audio and video form was: How do we represent the diversity of what is often called “Latino” history in a way that highlights the shifting racial and ethnic categories and bound­aries that have accompanied the emergence of “Latino” as a con­temporary category? A recent study carried out by the Pew Hispanic Center found that only 24 ­percent of ­those surveyed use the pan-­ethnic terms 210  lynn stephen

“Hispanic” or “Latino” to describe their identity, and that more than half (51 ­percent) use their ­family’s country of origin to describe their identity (Taylor et al. 2012). Twenty-­one ­percent use the term “American” most often. ­These results also vary by generation, length of time in the United States, and other ­factors. Even this con­temporary picture suggests the complexity of the relationships between ethnicity, race, nationality, and region. If we put ­these categories into a longer historical view, the result is even more variable and nuanced. If categories of difference are constantly shifting, how do we understand the ways that they operate in ­people’s lives t­ oday and in their ­family histories? Once students explored the ways that categories of racial, ethnic, linguistic, national, l­egal, and geographic difference ­were embedded in their own ­family histories and experiences growing up, we set out to understand how ­these categories of difference had been mapped historically in the geographic and meta­ phoric space and place known now as Oregon. We also explored what kinds of borders w ­ ere created and re-­created in this pro­cess. How did shifting borders work in the history of what is now Oregon? We first studied Indigenous histories in our continent and emerging US-­Mexico relations through exploring colonial and con­temporary mapping of space, place, race, and ethnicity. Specific topics introduced the invention of “Amer­i­ca” in the Eu­ro­pean imagination versus Indigenous concepts of space and time in their own territories; the epic Mexica migration from their ancestral homeland, Aztlán, to the shores of Lake Texcoco; settler colonialism and pro­cesses of elimination and assimilation; US empire-­ building in the territory of New Spain; loss of territory by Mexico in an unjust war; and the US colonial model in the Northwest, removing Native p­ eoples and inviting in Anglo ranchers, miners, and farmers. A second part of this historical exploration was to look meta­phor­ically and rhetorically at US immigration policy in the nineteenth and twentieth centuries. Of par­tic­u­lar importance is a discussion of the fuzziness and mobility of the US-­Mexican border ­until its racial consolidation in the 1920s and 1930s in the United States, the racialization of braceros (contracted laborers from Mexico who worked in US agriculture and on railroads from 1942 to 1964), farmworkers, and immigrant workers as “illegal” into the pre­sent; and the con­temporary militarization of the physical border and criminalization of immigrants.

Contextualizing Racial/Ethnic Hierarchies

While reviewing ­these “snapshots” that illustrate how racial, ethnic, national, l­egal, and linguistic differences w ­ ere created, codified, and resignified through time in what is now the state of Oregon, we also explored the concept of racialization Collaborative Teaching and Researching  211

and racial and ethnic hierarchies. In the larger context of US colonialism via American Indian nations and in­de­pen­dent Mexico, globalization, and the integration of the US and Mexican economies, we studied the concept of racial formations as formulated by Howard Winant and Michael Omi (Omi and Winant 1986; Winant 2000). We also explore the concept of settler colonialism in Latin Amer­i­ca as an ongoing pro­cess (see Speed 2019). If we unpack the shifting racial formations of Oregon as a state since the mid-1850s, we can understand Oregon as a territorial space within which par­tic­u­lar categories of socially constructed race have emerged at par­tic­u­ lar points in time to produce racial hierarchies, which are linked to specific sociopo­liti­cal conflicts and interests. Race is a category of difference written onto the h ­ uman body in order to create discrete groups of ­people with differential rights and privileges, which justifies some groups as superior and ­others inferior b­ ecause of “natu­ral” intellectual, moral, temperament, and ability differences. In the history of Oregon in the larger scheme of US settler colonialism, phenotypical differences typical of h ­ uman variation perceived as “color” difference ­were the basis for the creation and re-­creation of dif­fer­ent ranked racial groups at dif­fer­ent points in time—­with whites always in the superior position. This history includes the production of white supremacy; long-­term anti-­Black racism; lack of recognition of Native ­peoples; anti-­Asian narratives in the 1930s and 1940s that resulted in internment during World War II; and more recently, the racialization of Mexican immigrants and Latinos as “illegal aliens.”

Documenting Shifting Borders through Oral Histories

­ fter reviewing the ways in which racial and ethnic formations ­were produced A historically, and thinking about the categories of ethnic, racial, l­egal, national, and linguistic difference produced in larger Oregon history, the class moved to exploring the theme of shifting borders through the production of documentary films. The pro­cess involved the audiovisual documentation of one person’s oral history, working closely with that person to write the script and choose images, ­music, and shots for a ten-­minute final product. Most of the films ­were bilingual, in Spanish and En­glish. Many students in the class had ­family members or close friends as the subjects of their documentaries. In the case of ­those students who focused on f­amily members, they w ­ ere essentially documenting their own stories as well. The fact that students collaborated with p­ eople they ­were already close to usually facilitated a participatory pro­cess that built on a prior established trust and connection. The self-­reflection and collective explo212  lynn stephen

ration of socially constructed bound­aries of difference in the students’ lives and in Oregon’s history resonated in each film produced. deportation nation: tratando de soñar en en­g lish. by byron sun. https://­l atinoroots​.­u oregon​.­e du​ /­a rchives​/­b yron​-­s un​-­2 / Byron began this proj­ect as a written narrative that he shared on an open class discussion board. His narrative focuses on his experience as a child, coming undocumented to the United States with his m ­ other to join his ­father; being discovered and deported back to Guatemala where he was born; and then, a­ fter living ­there for a significant part of his adolescence, coming back to the United States legally for high school and college. The primary category of difference that constructs shifting borders in his life is legality. In class discussions he suggested that l­ egal status also becomes a racial status in the US. He also references language and Indigenous ethnicity. I first quote his narrative and then discuss two key scenes from his film. I was born in Guatemala into the poverty that my f­ ather inherited by marrying my m ­ other. By the age of three my m ­ other and I had crossed all of Mexico. It took us one month ­because the coyote wanted to sexually abuse a younger w ­ oman in the group. The train helped us escape, taking us closer to the border and to the hands of another coyote. “¡Aaaa-­puuu-­ren-­se!” Darkness . . . ​the smell . . . ​the rats . . . ​the American Dream . . . ​the sewage tunnel dumped us in San Ysidro; La Migra arrested us; I vomited in the back of the patrol-­truck; they stripped us of our clothes checking for drugs; a few days went by and we got bailed out but never returned for our hearing. By the age of nine, I had lived in Van Nuys, California, for seven years. I was educated in En­glish and spoke Español at home. My l­ittle ­brother was born in 1989. For Halloween I dressed up as Superman, Spiderman, Batman, and the Ninja Turtles. My ­father worked two jobs and my ­mother sometimes worked, and when she d­ idn’t she would pick vegetables from the back of the supermarket. In 1995, Immigration and Naturalization Service (ins) agents told my parents that my ­mother and I had ten days to leave the country with the possibility to return “legally” one day; other­wise we would be deported right t­ here. ­Those ten days vanished quickly—­disposable and hopeless—­like the dreams of my parents that ­were destroyed with them. By the age of twelve in Guatemala City, I became accustomed to the vio­lence, to the Indigenous ­people begging, to the drunken men fighting Collaborative Teaching and Researching  213

over a dime, to the gun shots, to the dead bodies the next morning, to husbands beating their wives, to all the ­children with a plastic bag huffing the fifty cents worth of glue to forget their hunger, to the clapping of hands covered in corn dough making tortillas, to the blessings that I got from el­derly ­women, to the hundreds of ­people walking in the streets talking, to having a small room with five pieces of furniture, to having to sleep in the same queen bed with my ­mother and ­brother, and to being separated from my ­father, who stayed in the US. Byron begins his film with a slightly expanded version of the narrative above. He switches between Spanish and En­glish, and the voice-­over accompanies a visual collage of f­ amily photos that go with the story. The photo­graphs are visually interwoven with a Google Earth map graphic which begins in Guatemala City with photo­graphs of h ­ ouses on the street where Byron was born, pulls back to an image of the ­whole country of Guatemala embedded in Central Amer­i­ca, and then moves north to the United States–­Mexico border. ­There, the map graphic moves further north to San Ysidro, California, and up to Van Nuys, California. The title appears, and the first image is a photo of Byron’s dad as a young ­father. The film then cuts to the pre­sent, and his ­mother appears. She begins to talk about how happy they w ­ ere when they received a letter from the ins, telling them that they had an appointment to arrange ­legal residency for her and Byron. They went to the appointment and then something went wrong. “The officers told us we had a prob­lem. Your wife and your son ­were arrested by Immigration. Your wife and son ­will have to leave the country voluntarily and ask for a p­ ardon in Guatemala. . . . ​­After the appointment ­there ­wasn’t anything left and all our dreams started to vanish.” The film follows the ­family selling their belongings, packing up, and saying goodbye. It also highlights the emotional pain that Byron’s f­ ather and m ­ other went through as they de­cided that they had to separate, ­because they ­were returning to nothing in Guatemala and had no money to take with them. The second section of the film focuses on the sense of alienation Byron felt returning to Guatemala City at age twelve and being shocked by life t­here, again, following roughly his narrative above. But t­ here ­were impor­tant experiences ­there as well. My ­family’s deportation w ­ asn’t only about sad experiences. It was also about happiness and a lot of impor­tant lessons. I was able to physically escape some of the difficult social conditions in Guatemala, but every­thing I saw ­there is still with me. The customs and life stories of the ­people. Fi­ 214  lynn stephen

nally, we got the p­ ardon letter that we needed with my f­ ather’s help. But instead of returning to Los Angeles, we came to Oregon. The film ends with a shot of his ­family in Oregon. Byron’s autobiographical film centers on the emotional trauma and pain felt by all of his ­family members as a result of his and his ­mother’s deportation. Byron uses geo­graph­i­cal border crossing as a lens to look at the construction of other categories of difference that had a major impact in his life: legality, language, ethnicity, and class, in two dif­fer­ent countries. His film shows his personal and intellectual journey as he first shared his story with classmates in discussions of difference, learned about historical pro­cesses of difference mapped onto the state of Oregon, and then produced his own film about the borders in his life and t­ hose of his ­family members. Byron is now a language arts teacher in Oregon. You can find out more about his personal journey at https://­www​ .­byronjosesun​.c­ om/.

Conclusions

Understanding of the shifting borders created by categories of difference comes through (1) self-­reflexivity and exploration; (2) historical analy­sis of social narratives and key events which establish categories and bound­aries of difference which change through time; and (3) collaborative research methods that permit the exploration of difference in the stories of proj­ect participants. ­Here I have highlighted ­these three pro­cesses in relation to a teaching and research proj­ect. While it is a very labor-­intensive approach to teaching and research, I believe that the results illustrate how this three-­pronged approach to exploring shifting borders encourages students to be self-­aware and able to rethink borders with the participants in their research, in ways that conventional researchers may not. In addition, the pre­sen­ta­tion of research results in an audiovisual format allowed a much broader public to have access to what we learned. Our website, which features 62 of the videos produced by students and other related materials, is now a public resource that is being used in ­middle schools, high schools, and colleges, as well as by community organ­izations.1 This represents another shifting border as well. Knowledge produced within the university is made accessible and a part of the larger community from which it comes, rather than remaining bounded by the publishing conventions of the acad­emy. As cultural anthropology continues to develop in this ­century, one of our greatest challenges is to continue to cross the borders of difference, which isolate us and what we produce from the communities we live in. We Collaborative Teaching and Researching  215

must train our students to conduct research that interrogates their own stories and makes accessible to t­hose around them the histories and stories of ­those they work with.

note 1. The website for the course and the student videos is located at https://­latinoroots​ .­uoregon​.­edu​/­archives​/­.

works cited Hale, Charles, ed. 2008. Engaging Contradictions: Theory, Politics, and Methods of Activist Scholarship. Berkeley: University of California Press. Leyva, Xochitl, Araceli Burguete, and Shannon Speed, eds. 2008. Gobernar (en) la diversidad: Experiencias indígenas desde América Latina. Hacia la investigación de co-­labor. Mexico City: ciesas, flacso Ec­ua­dor, and flacso Guatemala. Omi, Michael, and Howard Winant. 1986. Racial Formation in the United States: From the 1960s to the 1980s. New York: Routledge and Kegan Paul. Speed, Shannon. 2019. Incarcerated Stories: Indigenous ­Women Mi­grants and Vio­lence in the Settler-­Capitalist State. Chapel Hill: University of North Carolina Press. Stephen, Lynn. 2013. We Are the Face of Oaxaca: Testimony and Social Movements. Durham, NC: Duke University Press. Stone, Jason. 2017. “Latino Roots, Oregon Branches.” Around the O (University of Oregon). https://­around​.­uoregon​.­edu​/­latino​-­roots. Taylor, Paul, Mark Hugo Lopez, Jessica Martínez, and Gabriel Velasco. 2012. When Labels ­Don’t Fit: Hispanics and Their Views of Identity. Washington, DC: Pew Research Center.

216  lynn stephen

25. The Florida Prison Education Proj­ect keri watson

In October 2017, I attended a session on prison education at the South Atlantic Modern Language Association’s annual conference. The panel featured faculty and students from several higher education in prison programs in the Southeast. During the discussion, one of the presenters showed a pencil self-­portrait of an incarcerated student. I immediately recognized the image as one made by a student in an art course I had taught for the Alabama Prison Arts and Education Proj­ect in the fall of 2012. Each Thursday after­noon for sixteen weeks, I packed drawing paper, pencils, charcoal, and a portable lcd projector, and drove an hour northeast of Montgomery to Elmore Correctional Fa­cil­i­ty. When I arrived at the prison, I checked in through the double gates, was searched, and was led to a multipurpose room where I taught the class. Class time consisted of discussing famous works of art and an art-­making activity inspired by that day’s lecture. One of the lessons I planned involved having the students draw self-­ portraits. I took a photo­graph of each man and then printed it on 8.5 ×  11–­inch paper. I gave each student the photocopied image, which he then used to create his graphite and charcoal self-­portrait. As the panelist showed the picture to the audience, I was taken back to the day when I entered the prison with my camera, which had not been preauthorized. As a new faculty member just out of gradu­ate school, who had never been in a prison before, I d­ idn’t recognize the magnitude of what I had done. I realize now that my actions must have caused the program director quite a bit of trou­ble, but sitting at the conference five years ­later, I saw the impact of my naïveté. I learned that this was the first time

a camera had been used to teach a class as part of the Alabama Prison Arts and Education Proj­ect. ­Today, cameras are regularly brought into Alabama prisons as part of classes, giving students—­many of whom have not seen their reflection or had their picture taken in years—­the opportunity to see themselves and be seen by ­others. Inspired by this panel and my experience teaching for the Alabama Prison Arts and Education Proj­ect, I returned home from the conference and met with a group of faculty at the University of Central Florida, where I am now an associate professor of art history, and de­cided to start a higher education in prison program in Orlando. Strategic planning, along with a few happy coincidences, helped the Florida Prison Education Proj­ect get off the ground: — ­In the spring of 2017, Angel Sanchez, who had spent the majority of his young adult life in prison, was awarded the Order of Pegasus—­ the highest honor a ucf student can receive. His story captivated the community and galvanized campus support for our proj­ect. Sanchez, a former gang member, earned his ged while in prison, enrolled at Valencia College after his release, and then transferred to ucf. He graduated at the top of his class and is now a law student at the University of Miami. — ­In the fall of 2017, ucf hosted a competition to select an interdisciplinary proj­ect that addressed a significant community challenge. ­After a vote by ucf faculty, staff, and community stakeholders, and with support from the Vice Provost of Regional Campuses and Outreach and the Vice Provost for Digital Learning, the Florida Prison Education Proj­ect was selected. This designation gave us institutional support and ten thousand dollars in seed funding from the university. — ­Our team has worked strategically to align our goals with t­ hose of our university. Specifically, the Florida Prison Education Proj­ect supports ucf’s Mission and Strategic Plan by expanding educational access and serving at-­risk populations. The Florida Prison Education Proj­ect also partners with ucf’s Office of Digital Learning to leverage technology to enhance learning and with ucf DirectConnect to support the educational success and degree attainment of prison-­transfer students. In addition, the Florida Prison Education Proj­ect provides research, ser­ vice, and mentoring opportunities to current ucf faculty and students. — ­We started small. We initiated our relationship with the Florida Department of Corrections by offering two National Endowment 218  keri watson

for the Arts Big Read–­sponsored book clubs at the Central Florida Reception Center, a mixed security men’s prison located fourteen miles from the ucf campus. We provided faculty discussion leaders and complimentary copies of the selected novel to thirty-­two men who participated in the pi­lot program. This initial offering helped us establish trust with the incarcerated students, as well as with the warden of the Central Florida Reception Center and the education coordinator for the Florida Department of Corrections. We continue to operate in good faith with the Florida Department of Corrections to try and match their needs to our goals. Prison education is at the forefront of the national conversation about criminal justice reform, and the University of Central Florida, as one of the largest universities in the United States, is leveraging its scale to impact Florida’s criminal justice system. Since receiving designation as a ucf Community Challenge Initiative, the Florida Prison Education Proj­ect has collected more than five thousand books for Florida prison libraries and offered fifteen classes to two hundred incarcerated students. Currently, the Florida Prison Education Proj­ect offers continuing education courses to men incarcerated at the Central Florida Reception Center in Orlando, but we plan to expand our ser­vices to Polk Correctional Institute, Zephyrhills Correctional Institute, and Lowell Correctional Institute (the largest ­women’s fa­cil­it­y in the United States). Twenty-­four ucf faculty from art, art history, education, En­glish, history, humanities, mass communication, mathe­matics, physics, po­liti­cal science, religious studies, social work, and theater have volunteered to teach with our proj­ect, but by partnering with other colleges and universities and developing online courses, we hope to bring college-­level courses to men and ­women incarcerated throughout the state. The primary impediment to the expansion of our course offerings is funding, but we are raising money through ucf’s foundation, as well as applying for grants to support our programming. Research has shown the relationship between a state’s criminal justice system and its wider po­liti­cal and economic landscape, and this is particularly relevant in the South, where history, politics, and religion have combined to encourage a penal system based on retribution rather than rehabilitation. In Florida, the rate of incarceration has increased 1,000 ­percent since 1978, and Florida now has the third-­largest prison system in the United States, with nearly 100,000 ­people ­behind bars. Nearly three million Floridians have a criminal rec­ord, and Orlando has one of the highest incarceration rates in the nation. The Florida Prison Education Project  219

Despite a swelling prison population and overwhelming evidence to support the effectiveness of correctional education, Florida provides ­limited educational opportunities to ­those who are incarcerated, even though many of its prisoners do not have a high school diploma or college education. In an effort to help the Department of Corrections meet the needs of incarcerated ­people, the Florida Prison Education Proj­ect now provides college-­level courses to t­ hose in prison in Central Florida. With this move, ucf joins Florida Gateway College, which provides college courses to men at Columbia Correctional Institution in Lake City as part of the Second Chance Pell Grant Initiative; Stetson University, which provides college courses to men at Tomoka Correctional Institution in Daytona Beach as part of their Community Education Proj­ect; esuba, an educational program that brings together Miami-­Dade students and ­those incarcerated in South Florida; and Exchange for Change, which facilitates anonymous writing exchanges between ­people who are incarcerated and students in South Florida. Together, t­ hese programs are working to make a difference in the lives of ­people in Florida.

220  keri watson

26. So, You Want to Start a College-­in-­Prison Program? kathryn j. fox

If you are reading this, I assume you have been thinking about launching a higher education program in a prison. ­There are many considerations and steps in this pro­cess. The order could prob­ably differ from this one, but ­here are the main concerns to address.

1. Feasibility considerations

a. Think about where you are in your ­career, and if you have the bandwidth, and more importantly, the institutional support to carry this out. (You ­will need a cheerleader or comrade to help!) b. How ­will you fund this program? ­Will your institution “waive” tuition for incarcerated students? Or ­will you fundraise? Can you apply for funding without a track rec­ord of success? c. Is ­there a prison within a reasonable distance? If the nearest fa­cil­i­ty is a county jail, the population ­will be too transient. Consider how far is reasonable for instructors to commute. d. Will the Department of Corrections be on board? You may encounter some re­sis­tance on the part of staff who feel prisoners should not be entitled to this benefit. e. How ­will students pro­gress? What ­will you offer? If you plan to offer a degree, you ­will need to create a cohort to move through the program.

­ ill you be able to create a cohort? Does the fa­cil­i­ty have sufficient W numbers of college-­ready students who have long sentences?

2. Negotiations

a. At the institutional level—­Who ­will manually pro­cess applications, transcript requests, financial aid resolution? b. At the Department of Corrections level—­How ­will you recruit and screen applicants? What correctional staff time is expected to move ­people for education, or to assist with the program? How w ­ ill your schedule of courses work around fa­cil­i­ty schedules? c. At the programmatic level—­How ­will you solicit and screen faculty instructors? How ­will you decide which courses to offer? Who ­will create an application pro­cess? ­Will students need remediation? d. At the fa­cil­i­ty level—­How ­will prob­lems be addressed? What if students are removed for disciplinary reasons? Or moved to another fa­cil­i­ty? How ­will you manage bringing in books and other materials? What can you manage, assuming students have no internet access?

3. ­Legal considerations

a. General Counsel—­You ­will need to work with General Counsel about any concerns they may have, especially around risks and responsibilities, and particularly if you are bringing on-­campus students into facilities. b. Risk Management—­You ­will need to work with risk management and create a Memorandum of Understanding between your institution and the Department of Corrections about the assumption of risk and liability and transportation. c. ­Family Educational Rights and Privacy Act (ferpa)—­You ­will need to think about how to honor this federal requirement, given that students cannot request a transcript online, and anything mailed to a student in a fa­cil­i­ty ­will be read by correctional staff. d. Disability Accommodations—­You ­will need to determine how best to provide accommodation ser­vices to students identified as having a learning or other disability.

4. Time and effort considerations

a. Is all this blood, sweat, and tears worth it? Totally. 222  kathryn j. fox

27. Ser­vice Learning: D ­ oing Development in West Africa charles piot

The number of US university students traveling abroad to engage in small-­scale development efforts in Africa, Asia, and Latin Amer­i­ca has increased dramatically over the past de­cade. The students volunteer in rural health clinics; set up microlending initiatives; build schools and dig wells; or­ga­nize the export of local textiles—­and the list goes on. This essay draws inspiration from a set of proj­ects undertaken by Duke University students since 2008 in two villages in northern Togo, West Africa.1 The proj­ects are inexpensive, aim small, and are tethered to a common theme: youth culture/youth flight. Among other efforts, ­these students have built a cybercafe, or­ga­nized a microfinance initiative for teens, set up a writers’ collective, and installed a village health insurance system. They engage their proj­ects with commitment and creativity—­and with the courage it takes to live locally and subsist on food that is foreign to the palate, while also being exposed to tropical fevers and dysentery. They come from a variety of backgrounds and a range of academic majors, and ­there are invariably more ­women than men. They often do not know one another before setting out, but typically develop deep friendships and work hard together to achieve their proj­ects’ aims. I never intended to be a development anthropologist; my gradu­ate education trained me to look down on anything “applied,” which not only seemed anti-­theory but also smacked of complicity. When I was first in the field in the mid-1980s, I ran the other way when I saw a development worker or a missionary. My generation of anthropologists aimed to defend and give voice to

other ways of being in the world rather than to change or colonize them. Now, many years ­later, I am intrigued by missionaries and development workers—­ not merely as objects of study but also as fellow travelers, for I have become something of a development agent myself. I have set up a fund in my fieldwork village, contributing royalties from book sales to a village development account, and I now take students ­there each summer to engage in small development efforts. So, what changed? ­Today, anthropologists no longer imagine that we might be able to access pure social forms outside entangled global histories, and have abandoned the naïve view that the anthropologist studying everyday life in a village might be a detached observer, having ­little effect on what he or she is studying. Student culture and university practices have also changed. ­Whether deriving from the cachet that the phrase “global university” has on college campuses ­today or from a desire to do good in the world, or both, ­today’s college students are signing up for semester and summer abroad programs in rec­ ord numbers. While t­ here are specificities to each program, and to the locales where students end up, the programs are largely driven by a common impulse: students’ desire to travel and learn and make a difference in the world. It is easy to be cynical about this new student culture, this quiet social movement that aims to bring change through personal initiative. Is this enthusiasm not more about résumé building or adventure—­“academic tourism” or “voluntourism,” some have called it—­than making a difference? Is it not driven by naïve assumptions about development and what it means to “make an impact”? Is this sort of do-­it-­yourself development not the distillation of a neoliberal po­liti­cal economy and zeitgeist that has conquered the world and reduced development to individual initiative? How can a US college student, typically from the suburbs, parachute into a village in Africa or Latin Amer­i­ca for a few months, with minimal local knowledge, and ­really hope to make a difference? This is all true, of course, and I spend much of my undergraduate Development and Africa class criticizing the view that development can accomplish anything at all without a deep understanding of local culture, politics, and history. Yet, I have also found students’ youthful idealism irresistible and many of their proj­ects inspiring. More importantly, what­ever their motivations, their efforts are hailed by ­those in the villages where I conduct research, and their work has had a positive impact on local lives. My involvement in student-­led development started by chance—­because an administrator asked if I would mentor three students who w ­ ere planning summer internships in Ghana. I told her I was not keen on ­going to Ghana but that if she had students who spoke French and wanted to work in Togo, I would con224  charles piot

sider it. Two weeks ­later, she sent over six interested students, all with French-­ language skills. ­After vetting them, I agreed to take three. When they arrived that summer, I set them up with internships and homestay families. I then left to do my own research, telling them I would return three weeks l­ ater and wanted each to come up with a proj­ect to work on during their last month that might make a difference in local lives. To my surprise, two of the students came up with quirky-­brilliant ideas that, in twenty-­five years in the area, had never crossed my mind. One of ­these, a health insurance plan, was implemented the following year and is still in place ­today. Moreover, at the end of the summer, villa­gers pleaded with me to bring more students the following year. They ­were thankful not only for the proj­ects, but also for the money the students injected into the local economy, and for their good humor in the face of everyday challenges. Most impor­tant, they felt acknowledged by the fact that students from far away had chosen their village in which to live and work. “­You’ve given us many small ­things over the years,” a friend said as I was leaving for the start of classes that fall, “but bringing t­hese students is the best t­hing ­you’ve ever done.” Inspired by the students’ proj­ects and knowing they would need follow-­up—­ but also sobered by my interlocutor’s frank appraisal of my own long-­standing attempts to reciprocate local generosity—­I de­cided to bring another cohort the following summer. They turned out to be as good as the first group. And so it went: each year a new cohort brought new ideas and energy, and the proj­ects kept morph­ing in in­ter­est­ing ways. Moreover, t­ hese students have opened new vistas for me—­not only applied, but also theoretical. By any standard, the Kabre villages in northern Togo, where the students carry out their proj­ects, are materially poor. ­There is no electricity or ­running ­water; ­houses are covered with thatch or tin; fields are cultivated by hand; poor soil and a harsh climate impede crop cultivation. While weekly markets enable the circulation of local foodstuffs, they provide ­little opportunity for extra income. Moreover, the health challenges in this area of West Africa are legion, with tropical fevers and intestinal parasites a constant in the lives of all. Up to 50 ­percent of ­family income is spent on health care each year. What can be done in an area like this, especially when virtually all attempts at “development” have failed? As an initial step, I insist that the students’ educational pro­cess must begin before arriving in the field—­that they take courses on African culture and politics, and sign up for an in­de­pen­dent study in which they read broadly in anthropological and historical lit­er­a­tures on West Africa and begin to brainstorm their proj­ects. Many proj­ects have begun with a research proposal—­“I want to study traditional medicines, to determine their effectiveness Service Learning in West Africa  225

and to think about ways they might be integrated into clinic practice”—­that further gets them into the lit­er­at­ ure and into a researcher’s mindset. The fact that eight cohorts have been to the same place means that they can also learn from ­those who have gone before. Some of the student proj­ects have succeeded brilliantly, ­others ­were unsuccessful; some have been abandoned, while some have focused on research more than intervention. The first t­ hing I tell students is to lower their expectations, even to assume failure—­that failure can be instructive. The second is to remain open-­minded and flexible, always on the lookout for surprises. Some have switched proj­ects altogether in midstream, and most have had to innovate along the way; t­hese improvisational moments have made all the difference. Third, and perhaps most impor­tant, I urge students to adopt an attitude of humility ­toward the local and assume that local knowledge (about crops, soils, markets, health) ­will trump outsider knowledge most of the time—­that one’s first instinct should be to find out from villa­gers how and why they do what they do. I thus insisted that a student who wanted to set up a microfinance initiative spend her first weeks sitting with ­women in the market, learning the ins and outs of local payment and debt systems. When another student became frustrated with inconsistent attendance at the writers’ club she had started, I suggested she make the rounds of teachers and students to learn more about attitudes ­toward literacy. One of the most gratifying aspects of this experiment has been its organic nature. From the beginning, it has been a work in pro­gress, one idea and proj­ect leading to another, one stray comment or insight opening a new set of possibilities. At ­every step, students’ orientation to local culture, history, and society has been critical. The majority of proj­ects have addressed health—­both ­because of real needs in the villages and b­ ecause global health is a popu­lar area of study t­oday. The health insurance scheme the students designed—­which offered ­family coverage for only four dollars a year—­entailed a surprising set of challenges. It has been a financial win-­win—­families save more on the medicine they purchase than they spend enrolling, and the clinic makes money from the exchange. But at its peak, only twenty-­three out of two hundred families had signed up, with enrollment dipping to sixteen families in 2013. Some prefer herbal medicine, which healers dispense f­ree of charge, or they do not trust clinic workers. ­Others mentioned that having to pay the annual premium on a fixed day was burdensome. Yet ­others said that paying to treat an illness you do not yet have could put you at spiritual risk, potentially bringing on the illness. Moreover, the idea of insurance is culturally alien to local sensibilities. The Kabre do not other­wise ­gamble their money on unknown ­futures; nor do they pay into a 226  charles piot

general fund that covers t­ hose in need while failing to reimburse t­ hose without (but who have already paid in). The logic that underlies insurance—­hedging against the f­uture, deploying “population” as a category, mea­sur­ing individuals against population-­level norms—­assumes that ­people are already inside a distinctively Euro-­American cultural order that normalizes insuring one’s fate against unknown f­ utures. A partial solution was found when one student studied the clinic’s books and compared the expenditures of t­hose who w ­ ere insured against t­hose who ­were not (but who still visited the clinic). She then made the rounds of both groups, pointing out the savings of t­hose who had enrolled. Five new families enrolled within a week; in 2015, forty-­seven families ­were enrolled. More recent proj­ects have grown out of students’ research on male teens migrating from the villages in Togo to farms in Benin and Nigeria. Local authority figures have opposed this exodus, but teens leave anyway, often sneaking off in the ­middle of the night. “We work hard h ­ ere and have nothing to show for it at the end of the year,” they assert. “We work hard in Nigeria, too, but in the end we come back with a motorcycle or a ‘video’ [tv and dvd player].” This social drama (between teens and parents) inspired proj­ects that aimed not to stem the migratory tide—an impossible task—­but to make life more palatable for t­ hose who remain ­behind. The centerpiece of our efforts was the installation of a solar-­powered internet café in the village of Farendé. Two students designed a website to announce the proj­ect and raise funds to purchase laptops and four large solar panels, and sent them to Togo by express mail. They assembled every­thing themselves, connecting to the internet through a local cellphone tower. Now this small village—­well off the beaten path, without electricity or the usual amenities—is connected ­because of a ­couple of enterprising students. Many proj­ects have been or­ga­nized around this cybercafe. One student offered typing and internet classes; another created a writers’ club that met twice a week to share work (about everyday life in the village), offering students computer access so they could type their essays, and publishing ­those essays online at the end of the summer. Despite all the good intentions, hard work, and positive responses, it is worth considering the complications of installing a cybercafe in a village like this. Who w ­ ill oversee its operation? How can it be both affordable and self-­ sustaining? How can the equipment be safeguarded? How does one ensure that monies end up in the right pockets? How can one spread computer literacy in a village where most have never seen a computer before? Even at the seemingly low price of sixty cents an hour, most locals could not afford to use the cybercafe. In one month in 2013, it had only three visitors—­all adults—­and made Service Learning in West Africa  227

only fifty cents. Most of the cybercafe’s income came from charging cell phones (with electricity generated by the solar panels), not from computer use, making this state-­of-­the-­art cybercafe into ­little more than the village’s charging station. ­There ­were also whispers that funds ­were being misappropriated by the young ­woman who tended the register and by the director. Someone broke in at night and made off with three of the laptops. For all of this, the proj­ect still has legs. The thief did not touch the pricier solar panels—­which are riveted to the roof—­and laptops are easily replaced. A night guard has been hired, and checks against disappearing funds have been put into place. The cybercafe now offers ­free computer access to youth one morning a week, which has begun to create a clientele. This is how it goes with development: the best-­laid plans usually go awry. But it is through setback that such designs become better adapted; that utopian dreams are brought down to earth and retrofitted to the local. Over time, new proj­ects have come and gone, and while the center has held steady—­the health insurance scheme, the cybercafe, microfinance, and the writers’ workshop remain staples—­other proj­ects are being added: latrine sanitation, a universal nut sheller, a second internet café, an archival and oral history proj­ect, Zumba classes. It is the improvisatory, roll-­with-­the-­punches nature of this work that not only makes it fresh and in­ter­est­ing—­opening up new challenges and possibilities each year—­but also lends it a flexibility that larger development initiatives lack. Some of the more successful proj­ects require no money at all. The insurance scheme is exemplary, as is the writers’ proj­ect. In its second year, the writers’ workshop enrolled eigh­teen students who embraced an idea to write a one-­ hundred-­page novel in a month. By writing four pages a day, and never looking back, ten of the eigh­teen achieved their goal. Several of the novellas, especially ­those with a focus on everyday life in the villages, ­were surprisingly good and ­were bundled together for publication—at a printing press in the capital that charged five hundred dollars for 250 copies. ­These young authors are thrilled to see their work published, and a synergy has developed: in focusing on everyday life in the villages, many wrote poignant narratives about youth leaving for Nigeria—­accounts of conversations between parents and ­children about the pros and cons of leaving, descriptions of travails on the farms of Nigeria and in the bars of Benin. Since this migratory phenomenon is the larger context that subtends all of our proj­ects, having local teens write about it deepens and adds nuance to our ethnographic archive. Moreover, this proj­ect has fostered other initiatives we are now digitizing: the novellas along with transcriptions from the interviews we do each year with youth who have migrated; writings of Far228  charles piot

endé researchers trained by an early French missionary; and student-­collected oral histories from village elders about Kabre origins (which reveal fascinating, often contested histories with con­temporary po­liti­cal implications). ­These are all low-­intensity and mostly inexpensive, sometimes ­free, interventions that focus largely on h ­ uman potential and t­hings immaterial. They tap into youthful energy on both sides: opening doors of desire for Farendé youth while hitting US students in their soft spot. American students are digital creatures sutured to their devices and, at least in this context, enjoy teaching ­others how to use them. Student engineers enjoy building t­ hings; En­glish majors relish the opportunity to teach writing; global health students dive into almost anything health-­related. This is the upbeat, utopian side of student culture ­today, an impulse I find hard to resist. Can such endeavors be scaled up and made available to students elsewhere and in other settings? Duke students are fortunate that their university is able to bankroll up to forty student proj­ects around the world each summer—in part ­because it has been trying to flee its reputation as a basketball and party school2—­but other universities are t­ oday following suit, seeing abroad engagement as integral to education in the twenty-­first ­century.3 The cost to each student, while significant, is not prohibitive: between four thousand and five thousand dollars for a plane ticket and room and board for two months. A key to such a program’s success is getting faculty buy-in, ­either by granting courses off or by convincing faculty that the experience can be research-­enhancing. For my part, the latter has produced surprises at e­ very step. Student questions and research agendas during the summer have opened new research directions for me, and lead to new publications. Moreover, when I am in the field with students, I have time on my hands—­time for daily writing and research—­while students work on their proj­ects with community partners. For me, it has all been a win-­win. As should be obvious by now, when designing proj­ects, accessing local knowledge is key to success. Introducing a mechanical nut sheller, for instance, requires familiarity not only with techniques of pro­cessing but also with local regimes of rights and access. How should gender and age orient access? While the Kabre do most of their work in groups, they do not own property in common. Who w ­ ill “own” and repair the nut sheller? The student who initiated the Writers’ Society learned that students who enjoy reading outside class are made fun of and have to conceal their books. And how does one deal with local views that computer use may lead to witch attacks—­with users afraid to open messages or attachments from ­those they do not recognize? The outsider is usually at pains to find resolutions and invariably w ­ ill commit errors of judgment. It Service Learning in West Africa  229

is much better to let villa­gers sort ­things out according to local protocols and orga­nizational princi­ples. Knowledge about local politics is also indispensable to proj­ect implementation. Countless development proj­ects in this area have found­ered ­because protocols w ­ ere not followed, authorities w ­ ere not consulted, or jealousy interfered. Initiatives are vulnerable to local authorities who want to be in charge of all that happens in their realm and to profit from it financially. Thus far, we have been fortunate to keep Farendé’s and Kuwdé’s chiefs at bay—­another advantage of not only remaining small in scale and flying below the radar, but also of years of building relationships with chiefs (including the occasional greasing of palms). T ­ here are also influential civil servants in the capital who have an abiding interest in the villages, and are prepared to run interference if ­things go awry. Still, the delicacy of the relationship to power is real and gets factored into all that we do. In addition to preparatory training during the semester before they leave, we meet for lunch twice a week throughout their time in the villages to brainstorm and troubleshoot their proj­ects. During t­hese sessions, we hold language lessons and discuss cultural puzzles, oddities, and misunderstandings that have arisen during the week. Two months is not enough time to acquire deep local understanding, of course, but it is enough to instill an attitude of re­spect and humility t­ oward the local and to learn when to ask o­ thers for help. It also makes a difference that t­ here is continuity from one year to the next—of student proj­ ects and assistants and community partners who have worked with the group. They carry knowledge about proj­ects forward. And the students write up summaries and best practices—­dos and d­ on’ts—of their proj­ects, with suggestions for the next generation of students. Fi­nally, failure ­ought to be seen as constitutive. Each of t­hese proj­ects has experienced false starts, missteps, detours, profound setbacks, and flat-­out failure. But for each setback or failure, lessons have been learned, and ­there have been some modest successes—­and the proj­ ects have more traction t­ oday than they did before. Once you accept that failure is guaranteed, it opens the way to exploring why and how ­things did not work and how they might work better in the ­future.

notes 1. A longer version of this essay and contributions by students are collected in Charles Piot, ed., ­Doing Development in West Africa: A Reader by and for Undergraduates (Durham, NC: Duke University Press, 2016). 2. The Duke lacrosse scandal in 2007 spawned DukeEngage as a way, administrators hoped, to rebrand the school’s identity—­and it worked. ­Today, entering Duke students 230  charles piot

list DukeEngage as their top reason for attending the university, unlike ten years ago, when basketball topped the list. 3. Among ­others, Tufts, Harvard, Stanford, Notre Dame, and Berkeley have launched similar programs, with Harvard’s president announcing that “Harvard should be ready to provide summer internship opportunities in ser­vice for students—­any student who wants one.” Shera S. Avi-­Yonah and Delano R. Franklin, “Harvard Unveils Summer Ser­vice Program for the Class of 2023,” Harvard Crimson, April 29, 2019, https://­www​ .­thecrimson​.­com​/­article​/­2019​/­4​/­29​/­public​-­service​-­program​-­2023​/­.

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28. Mentoring for Success across the Academic Spectrum joy gaston gayles and bridget turner kelly

­ here is wide agreement that mentoring is impor­tant and necessary to help stuT dents and faculty achieve their professional goals in higher education settings. Although mentoring is impor­tant, it is not well understood in the acad­emy. ­People have dif­fer­ent ideas about what mentoring means, what it looks like, and how it should be structured. The lack of shared understanding about mentoring leads to unevenness in terms of the extent to which p­ eople’s needs are met, particularly t­ hose new to the acad­emy. Rockquemore and Laszloffy (2008) define mentoring as a way to socialize students and faculty new to the institution through sharing information that is pertinent to success. Mentor relationships can be short-­or long-­term, but the goal is the same: to center the mentee’s experience, and offer guidance and support that serves their best interests. In this chapter, we share stories about mentoring to introduce some of the challenges and opportunities at vari­ous levels within the acad­emy. The real­ity is that at e­ very step of the academic ladder from undergraduate, gradu­ate, and postdoctoral to the tenure track, ­there is a need for mentoring. At each step, ­there are unwritten rules, new expectations and requirements for success, and skills needed for navigating a new phase of one’s c­ areer. ­Here, we offer recommendations and strategies that are grounded in the needs of undergraduates, gradu­ates, and early ­career faculty.

Mentoring Undergraduate Students: A Story of Multiple Mentors

bridget turner kelly Meeting Lauren was inspirational, and one of the best mentoring experiences I have ever had with an undergraduate student. When I learned about the type of work Lauren wanted to do as a Ronald E. McNair student, I was excited to be her official program mentor, b­ ecause we had a shared interest in underrepresented students at historically White universities (hwus). Lauren’s status as a McNair student meant she received funding and resources to complete an undergraduate research proj­ect with a faculty mentor, and funding and preparation to attend gradu­ate school. I took Lauren out to lunch and asked her about her experience at the hwu she attended, and where I worked as an associate professor. She discussed how she did not have any faculty of color or many students of color in her classes. In order to expose Lauren to successful Black w ­ omen who had already completed college, we de­cided to create a study focused on Black w ­ omen who graduated from hwus to find out what ­factors helped or hindered their pro­gress and, in some cases, their decision to pursue gradu­ate school. Lauren completed the entire study with me, from the irb proposal, to sixteen interviews with Black alumnae, to presenting the study at a national research conference, to publishing a peer-­reviewed manuscript with me and my research team. In the end, Lauren benefited from a network of mentors that included me, my gradu­ ate student research team, and the Black w ­ omen in the study. She successfully completed her undergraduate and master’s degrees and is now working in her chosen field.

Challenges and Opportunities for Mentoring Undergraduate Students

Fortunately, the empirical research has caught up with practice in many universities, and policies and programs are more accessible to students to engage in formal mentoring, particularly at research universities. For instance, Provosts’ and Undergraduate Research Offices are offering funding to undergraduate students and faculty who conduct research together. The funding from the McNair program was coupled with undergraduate research funding that Lauren had applied for, enabling us to travel to interviews and pay for professional transcription. In addition, this funding assisted Lauren in traveling to an out-­of-­state conference to pre­sent our research. ­There are also opportunities to mentor students as teaching assistants, or as advisers to study-­abroad trips or student organ­izations.

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On the other hand, t­ here are many challenges to mentoring undergraduate students. Often, students like Lauren seek mentors who share some of their salient identities; but at many institutions, the number of faculty of color is disproportionately low in comparison to the number of students of color. Faculty at research universities also are discouraged from mentoring undergraduate students, as it can take time away from research and scholarship. Even when universities incentivize faculty-­undergraduate collaboration or research, faculty often believe that undergraduate students do not have the necessary skills and experience for the work. In liberal arts colleges where teaching is a much larger component of tenure, mentoring students can be viewed as an investment of time that could be better spent on pedagogical or curricular development. Faculty also may feel unprepared for mentoring, particularly when students bring issues to mentors that involve ­mental health, abuse, or trauma. What I found from my longitudinal study of twenty-­two ­women faculty at research universities was that mentoring students was the main reason most faculty chose their ­career, as opposed to working in industry or professional associations. Yet the investment it takes to mentor students well, including becoming knowledgeable about resources, or when and how to refer students to counseling or Title IX officers, is often not factored into tenure and promotion requirements at many universities.

Strategies for Mentoring Undergraduates

Since mentoring is not highly rewarded, faculty need to have incentives such as time release or additional salary for working with undergraduates, as it can be time-­consuming. Another approach is the utilization of gradu­ate students to mentor and advise undergraduate students alongside faculty. This tiered approach is effective with teaching and can be effective with mentoring as well. Understanding the demographics on the college campus is impor­tant, so that you can fill a need for mentoring when new hire opportunities come around. Faculty who have demonstrated evidence of working with and mentoring individuals with salient identities and other aspects of importance for diversity should be sought a­ fter. Last, mentoring should not be a solo endeavor. Faculty Affairs offices have numerous trainings and resources to equip faculty with assisting students and getting students in contact with appropriate counselors, health advocates, and academic support programs.

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Mentoring Gradu­ate Students

a story of gradu­ate mentoring (bridget turner kelly) When I first met Kristin, I was impressed with not only her academic background but also the way she carried herself. What stood out the most was her passion for justice, inclusion, and equity. She began her PhD with me serving as her academic adviser and assistantship supervisor, and I was somewhat perplexed as to how to get into a deeper relationship with Kristin ­because during the first year, it felt as though her work and school life ­were all I was privy to in our weekly check-­ins. I am an intrusive adviser and believe in asking students about their w ­ hole lives, ­because I think it impacts their work and well-­being. When I asked Kristin about her life outside of school, I got very curt answers. It was not ­until the second and third years of working together that she let me into more of her life. Kristin and I are the same in a lot of ways, g­ oing straight through to the PhD from our master’s and bachelor’s degrees, and ­doing our dissertations on the impact of a social justice curriculum and pedagogy on students’ development. Yet, we do not share ethnicity, race, nationality, or personality type. In order to gain Kristin’s trust and build a mutually beneficial relationship, I let her into my home, introduced her to my partner, kids, colleagues, and friends. She served as my teaching assistant and I discussed my fears, vulnerabilities, frustrations, and joys with her in the class. She eventually led my research team and or­ga­nized national conference pre­sen­ta­tions on research we gathered. Kristin introduced me to her f­amily, and shared her grief and joy at major incidents in her life. We published several articles together while she was a student and well past her graduation. What gives me the most pride about our mentoring relationship is the friendship we have now, and how Kristin found her way to a c­ areer that is in our field, but not as a faculty member. It is an ideal fit for her, and it helped me learn how to mentor someone to be on a path that is right for them, and not just a carbon copy of the path I have chosen for myself. challenges and opportunities for mentoring gradu­ate students Often, we form mentoring relationships with students a­ fter serving as their adviser or professor, or working with them on a research proj­ect. One of the difficulties in forming reciprocal relationships with students is the power difference. It is the responsibility of the faculty member to limit that as much as pos­si­ble, through sharing vulnerabilities and stories of when they w ­ ere in the same position; showing a genuine interest in students’ lives outside of school work; and seeking the students’ insights on teaching, research, and ser­vice. Mentoring for Success  235

Another difficulty can be the sometimes ambiguous expectations each has for the relationship. Recently, my institution mandated that Gradu­ate Research Expectations be written and signed by both the gradu­ate research assistant and their faculty supervisor. The form requires a conversation between the student and the faculty to make explicit each person’s responsibilities; what schedule the two agree to; what procedures and best practices w ­ ill be followed; and the professional development plan for the student, agreed to by both. ­These are for gradu­ate students with faculty supervisors, but the same need exists for mentor and mentees to be explicit about unwritten rules of communication and culture that are often assumed or expected by faculty without being communicated to students. Gradu­ate students and faculty who work together should be clear on when and how email should be returned, how feedback is given, how authorship ­will be handled on manuscripts, and w ­ hether or not working on other faculty’s research is encouraged. When a strong mentoring relationship exists, ­there are numerous benefits for the faculty member and the student. Students who know that someone is investing in their success have an easier time succeeding, and faculty benefit from mentoring someone new to the field. Students can also be g­ reat advocates for faculty when they nominate mentors for awards or speak highly of mentorship with prospective students. And they can relay the importance of mentoring to administrators and decision-­makers on policies and practices that impact faculty time, resources, and workload. In addition, mentees can learn the hidden curriculum of gradu­ate school that can help fuel their success. Mentors learn more about current research, new pedagogies, and ways of navigating the university from a reciprocal relationship with a mentee. strategies for mentoring gradu­ate students What is clear in Lauren’s and Kristin’s stories is I am not their only mentor. Kristin has other mentors in supervisors, colleagues, and former doctoral students. I learned a valuable lesson about multiple mentors from Christine Wiseman, President Emerita of Saint Xavier University, who said that three dif­fer­ent type of mentors are helpful throughout one’s journey: (1) a situational mentor who can be called upon when you have to make an impor­tant decision (e.g., ­whether to take a position, stay in a position, or switch academic advisers); (2) a seasonal mentor that you check in with four times a year who can offer perspective over a longer time period of connecting with you; and (3) an inspirational mentor that writes or speaks in such a way that uplifts and guides. The inspirational mentor may be someone you never meet, but someone who is prolific and whose work you can read to assist you in your journey. Often, we 236  gayles and kelly

can provide inspirational mentors to students by having them read a myriad of works by diverse scholars that connect with them in ways we cannot. Letting students know which one, if any, of t­ hese multiple mentor roles we can fulfill helps them to know where they can go to get other needs met (Consortium on Race, Gender and Ethnicity 2012).

Mentoring Early ­Career Faculty

new kids on the block story (joy gaston gayles) When Sasha joined the program faculty at my institution, I was excited to have a new colleague, particularly one who looked like me. At my institution, t­ here are very few faculty of color. In my program area, I was the only one for several years before Sasha was hired. Although I was excited that Sasha joined the faculty, I quickly realized that I was not sure how to help her be successful. As a mid-­career faculty member, I was dealing with a lot of challenges with privilege and power. For example, when I experienced microaggressions or differential treatment in the classroom due to my race and gender, I did not have a safe space to problem-­solve ­these issues. Within my program and department, being one of few faculty of color was connected to my feelings of lack of belonging and fit. B ­ ecause I was overwhelmed with writing deadlines, doctoral advisees, ser­vice requests, and a poor racial/ethnic climate, I was at a loss for how best to support my new colleague as she navigated her new role and expectations. Over time, Sasha and I became friends, and she spent quality time with me and my kids on the weekends. She even became a part of my social circle outside of academia. While I was able to help Sasha acclimate socially, I knew she needed more than that—­she also needed support for her professional development. I invited her to be a part of a writing accountability group that I started within my college. This accountability group consisted of faculty within dif­fer­ent program areas across the college as well as mid-­career and early ­career faculty. I also thought about ways to collaborate with Sasha on writing proj­ects that aligned with her research interests. As a result, we coauthored on writing proj­ ects as a way to build her portfolio as well as hold each other accountable for an impor­tant evaluation endeavor. challenges and opportunities for early ­ career faculty Many early ­career faculty report that they started their positions feeling that gradu­ate school left them unprepared for how to be a faculty member (Eddy and G ­ ayles 2008; Whitt 1991). The real­ity is that new faculty begin their c­ areers Mentoring for Success  237

with a lot of questions, ranging from how to navigate the campus cultural climate and environment to how to “say no” to a colleague who holds a higher rank than they do. In addition, some new faculty do not feel comfortable asking questions or sharing aspects of their personal lives that may be impacting their productivity. They can feel an extreme sense of isolation and loneliness due to navigating their new c­ areers on their own without communities of support (Rockquemore and Laszloffy 2008). strategies for supporting early career faculty: a community approach The challenges that early ­career faculty experience can be viewed as opportunities to better support and provide strategies to help new professionals achieve success. Much of the research and writing conducted by faculty members happens in silos, as they are expected to establish themselves as in­de­pen­dent scholars. However, working in­de­pen­dently does not always lead to the kind of consistent productivity that is necessary to earn tenure and promotion. It is much more effective for faculty to work in community with other scholars and colleagues to hold themselves accountable, obtain answers to their “how to” questions, and receive advice on how to navigate the tenure track. Many times, new faculty are paired with a se­nior faculty member when they arrive on campus. This traditional model of mentoring assumes that e­ very mentor match works the same, and that one faculty member can address all of the needs of their new colleague. A better approach to mentoring is to identify multiple faculty members and campus resources to make sure new faculty’s needs are met. Faculty development offices around the country have started writing and accountability groups to provide structure for research and writing in the context of a supportive community. Joining such groups is a g­ reat way for new faculty to meet and engage with other faculty at the university and expand their support network. Institutions are also partnering with the largest faculty development center in the country, The National Center for Faculty Development and Diversity (ncfdd). ncfdd is an in­de­pen­dent center that offers webinars, coaching, accountability, writing challenges, and multiweek courses on topics related to faculty success. Further, ncfdd is most well known for its twelve-­ week Faculty Bootcamp, which teaches faculty concrete skills and strategies that lead to explosive productivity, work-­life balance, and healthy relationships.

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Conclusion

In this chapter, we shared our experiences with mentoring at vari­ous levels within the acad­emy, and discussed challenges and opportunities for effective mentoring at each level. Mentoring is impor­tant at all stages of the ­career ladder, from undergraduate through se­nior level faculty. ­Every time individuals advance in their ­careers, they must learn and navigate new expectations and rules to achieve success. A common approach is for individuals to do more of the same as they advance in the acad­emy, which is not an effective strategy for success. For example, many undergraduates quickly realize that they need to learn new study-­habit skills and advocate for themselves in order to make pro­gress ­toward degree attainment. In the same way, gradu­ate students must advance their writing, research, and time-­management skills to achieve success in gradu­ate school. It is impor­tant to recognize that having needs and questions (e.g., professional and personal) when starting a new role is normal. Further, many individuals w ­ ill need assistance with learning what they may not know about their new role and expectations, identifying resources to enhance their skills, and cultivating communities of support. Effective mentoring can help socialize undergraduates, gradu­ates, and faculty into their new roles and expectations with greater ease. It w ­ ill require rethinking traditional approaches to mentoring, and instead centering the needs of the mentee to create a network of mentors and support.

works cited Austin, A. E. 2002. “Preparing the Next Generation of Faculty: Gradu­ate School as ­Socialization to the Academic ­Career.” Journal of Higher Education 73.1: 94–122. Consortium on Race, Gender and Ethnicity. 2012. “Mentoring Conversations: Doctoral Students Reflect on Relationships with Advisors: The 10 ­Things We Wish Our Advisors Knew.” Research Connections. http://­crge.umd.edu/wp-­content/uploads/2017/07/RC​ 2012.pdf. Eddy, P. L., and J. L. Gaston Gayles. 2008. “New Faculty on the Block: Issues of Stress and Support.” Journal of ­Human Be­hav­ior in the Social Environment 17.1–2: 89–106. Rockquemore, K., and T. A. Laszloffy. 2008. The Black Academic’s Guide to Winning Tenure—­Without Losing Your Soul. Boulder, CO: Rienner. Whitt, E. J. 1991. “ ‘Hit the Ground ­Running’: Experiences of New Faculty in a School of Education.” Review of Higher Education 14.2: 177–197.

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29. Anonymous: Making the Best of a Peer Review sharon p. holland

Writing for Readers

One of the most impor­tant yet thankless tasks you w ­ ill undertake as a member of the professoriate with a tenure line in an academic department is the review of scholarly work for the purposes of departmental promotion and for university presses. It is a task that gradu­ate school does not prepare us for, and it is extremely impor­tant. For that reason, it can be daunting—­a predicament only exacerbated by its totally unscripted nature. Since ­these letters and reviews are confidential (for the most part—­and I ­will get to the question of confidentiality in the second part of this piece), it is impossible to land on a template or example of the genre, and the closest we come to it w ­ ill be the evaluations we write for our gradu­ate students as they approach the market. Moreover, ­there is no box to check in your own papers for promotion that w ­ ill indicate how many of ­these letters you write in any given year—it is an expectation that we all do them to some degree, and that we do them quite often. It is common knowledge that ­women perform this task more often than our male colleagues, but that should be no surprise to any of us, given the culture of the institutions we serve. Your relationship with this genre of writing in your c­ areer ­will be mixed with love and hate. Finding the time to consider a colleague’s work in any capacity is a pro­cess of juggling an already too-­full work week, and—make no ­mistake about it—it is a deeply personal and po­liti­cal pro­cess. I hope the strategies below w ­ ill help you both navigate and, dare I say, enjoy this aspect of what w ­ ill surely be a serious demand on your time.

I think the first order of business is to understand that within the genre of reviews, personnel decisions and manuscript reviews are not the same animal. In the former, you attempt—­with both precision and some manner of skill—to cover the arc of a colleague’s ­career, citing their princi­ple arguments and their impact on the field. In the latter, your task is more open-­ended, and you can feel f­ ree to propose friendly amendments to the author’s work, often challenging the ideas collected therein, or wrestling with some thorny issue that is not quite articulated but needs to be. Understanding the nature of the beast ­will allow you to write the most effective letter you can. In the first instance, the personnel decision can be an opportunity to consider the work of a scholar whose work you should know, but do not. It is a wonderful way to be introduced to someone. ­Whether this someone is friend or stranger, your own work w ­ ill be enriched if you take the task seriously enough to engage with their ideas. I see ­these letters not as an opportunity to bring my own interests to bear, but to illuminate the interests of the colleague I am writing for to a body of individuals—­appointment and promotion committees at the dean and provost levels—­who ­will, for the most part, be wholly unused to the work before them. That should be your only goal, and none other. How do you approach the work before you with generosity and an eye t­ oward making it legible to scholars outside the field? This work becomes even more crucial and valuable when you ­labor in often stigmatized fields that are believed to be wholly outside the normal work of the university. The task of your letter becomes twofold: to place the field squarely within the university committee’s line of vision and explain its relationship to the broader work of the overarching discipline; and to state the importance of your colleague’s work to both the traditional discipline and the burgeoning field. This is why your work is always already po­liti­cal, and understanding ­those stakes can bring clarity and plea­sure to the task at hand. In this regard, you become a fierce advocate for the kind of work this scholar wants to do, and the place they hold or would like to hold in the profession. Your job is to write to that space, explaining the author’s work with generosity and clarity. Perhaps this is the ultimate nerd’s plea­sure, but I can think of nothing more satisfying than coming to the end of a three-­page letter having deeply considered the mind of a colleague, having basked in the ray of light that they shine upon the world around us. In the second instance, the manuscript review is the chance to engage with often cutting-­edge work in the field—to truly consider the impact of a colleague’s work, how it w ­ ill be read and received by generations to come. The question of impact on the field is no small one, and it is covered in both subgenres of writing. However, in manuscript reviews this question is more difficult. You Making the Best of a Peer Review  241

must come at it with a critical eye, and you must also lay your own ego aside—­ even when scholars fail to cite you (so annoying!)—­and invest in new directions and prob­lems in the field. To this end, you must constantly be willing to understand the difference between a readerly re­sis­tance to being led in a new direction and ­those moments when scholars (particularly young scholars with first books) simply need a bit of clarity to connect the dots in a manuscript that ­will no doubt be impactful for the field. In essence, be willing to learn something new, and in turn help authors to take that something new to a wider audience. Understand that the means or the conveyance by which an author gets from point A to point B might not be your cup of tea, but ask yourself: does it have to be? I often find that so many of the books around us interrogate the same territory, as if the conversation was somehow narrowly truncated by some magical force, and now every­one is speaking a similar language. If we look around and all we see are the same set of epistemological communities staring us in the face at the book exhibit, we have only our unimaginative manuscript reviews to blame. If we want a set of fresh and innovative ideas in the marketplace of knowledge, we have to be generous enough in our critique and our praise to let t­hose new ideas onto the playing field. In this way, manuscript reviews, I would argue, help foster the next generation of scholarly work.

Why All of This ­Matters

I want to travel from my general comments about manuscript reviews and promotion letters to a few examples from my own c­ areer trajectory, to better illuminate what’s at stake. My reader’s reports for my first monograph ­were relatively positive. One reader seemed to “get” my proj­ect and the second reader, while lauding its accomplishments, still wanted me to write a “big book.” Scholars in my field w ­ ere used to writing books that took the survey approach—­they found a topic, researched any and every­thing related to it, and then wrote across sometimes hundreds of works to prove their point. My generation of scholars ­were pulling away from that kind of book, and the press I went with was rather maverick in publishing some of our ­earlier work. In fact, this latter point brings me to one of the most impor­tant understandings a writer should have about their work and its relationship to a press. Much like the fashion industry, presses are like houses—­house of Versace, Chanel, etc.—­and editors cultivate their reading lists very carefully to build recognition for their authors, and for the innovative work that the press puts forward. Knowing what press you are writing your review for is just as impor­tant as the manuscript itself. Many of us producing intellectual work in the field of lgbtq studies are indebted to Ken 242  sharon p. holland

Wissoker, who took a chance on our quirky books and minds and encouraged us to choose his ­house and consider it a home. University press editors, if they are any good, are strong-­minded and they know the field. And if they are wise, they do no gatekeeping but cull carefully and with intention. Do not be discouraged over a negative manuscript review. I have seen more than one book rejected by a press find a home in another, and go on to be an award-­winning contribution to the intellectual work of the field. ­There are several takeaways from my first experience with this pro­cess of manuscript review. It has always intrigued me that the reader who tends to disagree with you becomes “the second reader,” as if their comments w ­ ere somehow subordinate to the first reader, who looks like a hero next to the grumpy second, the naysayer. If you find yourself in this position as a reader, remember ­ ill come back to you for review. If you have strong disagreement that this book w with an argument or paradigm, make sure to let the review sit for a few days—­ even a week if you can afford it—­and come back to it. This is a bit of insurance against the “having a bad day and I hate having to do this when I have other work (my work) to do” response. Been t­ here, done that. In hindsight, I realize that my response to ­those readers of my first book proj­ect was prob­ably more cheeky than it should have been—­I tried to be mea­sured, but I did argue passionately for the kind of book I wanted to write. When the revised manuscript came back to the second reader, they took more than half a year to read it; when the review fi­nally came in, their commitment to its publication was damning—­ they said, in essence, that the press could publish the book if they wanted to. Meh. Meanwhile, back at the plantation where I worked, I had informed my review committee in the run-up to tenure that my reports w ­ ere in, and that I had made the necessary corrections and responded to readers. That was September. When February rolled around and I still had no word from the press, the situation on the ground at my institution became rather dire. Since no one had heard of such a long time between first-­and second-­round reports, my se­nior colleagues jumped to the conclusion that I was clearly not being entirely honest about the pro­cess. I was in conversation with my editor, but I w ­ asn’t sure how to advocate for myself, and I d­ on’t think I communicated how dire my situation actually was. In short, I was a young faculty member trying to build a ­career in a hostile working environment—­a fact of living institutionally that has haunted my working life and ­will continue to do so into my retirement. Moreover—­and ­here’s where all that intersectionality work that we do comes in—­I was between a rock and a hard place. I was the only out, queer black ­woman in the college. Any place that I’ve been I’ve had to desegregate. While some might assume the benefit of the doubt when it comes to the above, Making the Best of a Peer Review  243

what to do when that “benefit” d­ oesn’t transfer to your body, your gender? During a recent Modern Language Association meeting, a colleague disclosed the name of my absentee reader; I think they w ­ ere trying to encourage me and let me know that this person had my back, so all would be okay. When my editor received the review, he phoned. I disclosed that I knew who the reader was. He seemed relieved and wanted to know, ­because the report was basically useless, if I had had some kind of professional falling out with this person. I responded that I had not, that the issue stemmed from a ­family conflict that had nothing to do with me but implicated me nonetheless. T ­ here ­were several lessons for all of us ­here: if your editor is an advocate—­and mine certainly is and was—­then talk to them about what’s g­ oing on for you on the ground. It ­will help them to help you. Second, I learned how kinship networks can work in academic circles and how we all know one another; we are locked in a pseudointimacy that is at times beneficial and at other times demoralizing. Authors producing cutting-­ edge work need to know and hold that sharp edges cut both ways, so be kind and patient with yourself and your community, and most of all, reach out for help when you need it from ­those who can actually make a difference. Being flippant in a review serves no one. We have to remember that at the end of the day, the editor of a press has to answer to the board, and so the argument for publication of a book has to be made across the two reviews. Period. To make ­matters worse, I knew who this person was, and when I got the call from my editor, I was to pick them up at the airport the next after­noon and host them for three days on my campus, as I had put their name forward for a se­nior position in my department. I was torn between my loyalty to self and my fierce loyalty to what it means to be a person of African descent in predominantly white spaces. When the chair asked me (again) that next morning what was up with my book, I responded to protect the candidacy of that individual and told the chair that I thought a second review was late or something like that. I am sure my response ­didn’t inspire confidence. They ­didn’t believe me ­because they knew something was funky, but what was I to say? The reasons why I wanted to protect this se­nior person w ­ ouldn’t have registered with them culturally—it would have seemed absurd to them to put someone e­ lse’s c­ areer over my own. On the other hand, had I told the truth, they would have believed it somewhat unprofessional to call out a se­nior person in my field who was in flight to our campus as we spoke. They would have been absolutely unable to put their white liberal self on the shelf and imagine that t­ here could be any such conflict between folks of color. In this thorny equation, white persons tend to fear being called racist if they mess with black folks’ business, so when it comes to institutional intersectional microaggression, you are basically on your own. 244  sharon p. holland

I learned this lesson the hard way, but it was my second time around, as my postdoc had prepared me for what was to come. To put it simply, it was a very long week in my young professional life. The only person who knew the ­whole story of that awful week was the late Lora Romero, who held me while I cried and plied me with whiskey and cigarettes. The story of her slow unraveling before all of us is another chapter in my professional life. Suffice it to say, I miss her warmth and her smile, and we kept each other’s secrets well. Too well, as it turned out. So why does this story ­matter? I want to help scholars approach a genre of writing that is unfamiliar to them. I also want to note how impor­tant that work is to the young scholar on the ground who might be struggling to survive at a predominantly white institution (pwi). This is all the more reason to take the review pro­cess seriously, to be clear about what you want to see in a book and what kinds of moves the author is making that might be paradigm-­shifting or risky for the discipline. If this is the case, your review should state up front what you feel the stakes are for the larger discipline, and then you should create a roadmap of ­those impor­tant stakes, viewing the proj­ect on its own merits rather than in relationship to the field as you know it. This is no small task, and in many ways a contradictory one. But I promise that when you do this work, some parts of your own closed mind w ­ ill be opened too, and your own work w ­ ill be enriched. ­There is no greater plea­sure than being at a conference and meeting an author for whom I’ve written an anonymous review. It is a small queer plea­sure indeed to take pride in their being published, and to see how such intellectual acknowledgment can be transporting for someone trying to make their way through what can be a brutal and brutalizing profession. Fast-­forward almost twenty years to my promotion to the rank of full professor. Duke University 2010. In the spring of 2009, the associate dean had a meeting with me to tell me that it was time for me to come up. Up to that point, my time at Duke had been nothing short of a nightmare, every­thing that could go wrong did go wrong. It made my time at Stanford—­where I endured Lora Romero’s suicide and encountered such harassment from the chair of the department that staff would apologize to me a­ fter individual meetings with her and se­nior faculty would joke about how much the chair hated me—­look . . . ​ well, not so bad. I came up for full professorship not so much b­ ecause I believed in an equitable pro­cess at Duke but ­because it was time to leave or stay (again) and if the dean was just setting me up for failure, so be it. In the aftermath of the denial, of course, the letters p­ eople wrote for me w ­ ere redacted in part by supporters angry at what had happened to me. And ­here is perhaps the second lesson in letter-­writing—­while your letter is designed to be confidential, if the Making the Best of a Peer Review  245

case goes south or gets gnarly in any way, the confidentiality of ­those letters can be undermined. What was told to me is that a few reviewers chose to take issue with my second monograph—­some arguing with my work for a number of pages. I think we all know that this kind of work might be g­ reat for a conference paper—­I’m a big girl and can take what­ever criticism comes my way—­but it is wholly inappropriate for a letter of promotion to any rank, as ­those Appointments, Promotion, and Tenure (ap&t) committee members who read it ­will undoubtedly read it with bias. We should always remember that first task: advocacy in the face of college committees who might know nothing at all about the field. The moral of this story: When we write letters of support for promotion or manuscript review, we have to hold onto our fierce belief in the importance of intellectual work, with a good sense of what’s at stake in the pro­cess. On the conference cir­cuit, ­after being denied promotion to the rank of full professor, I watched as colleague ­after colleague registered shock and awe when I informed them about my promotion debacle. Shock and awe from a professoriate who write e­ veryday and e­ verywhere about the injustices of the institution? Our collective inability to understand the stakes when we write and the situation on the ground where we work is profound, and only illuminates for me the sense that the prob­lem is both inside and outside. We must remember the full community of scholars, and that some of us who are truly on the margins and at the intersection of the discipline have daily lives that look more like a hellscape than an academic ­career. This is why writing for colleagues is such a daunting and impor­tant task, but also a special plea­sure ­because I can do the work unfettered; I can make the case for the full person who lives and works in what might be thoroughly deplorable circumstances; and, most importantly, I can pay it forward.

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30. Questions to Ask Yourself about Requests for Ser­vice lori flores and jocelyn olcott

Invitations to perform departmental, institutional, and professional ser­vice are just that—­they are invitations, not contractual obligations. That said, as with any invitation, ­there are questions to consider before you accept or decline. 1. who’s the “host”? Ser­vice duties can offer you dif­fer­ent opportunities for exposure to colleagues and administrators and for affiliations with groups. W ­ hether the invitation comes from a horizontal direction (a peer in another department or institution) or a vertical one (from a dean or president at your own school or a student asking you to sponsor a campus organization), take time to consider the short-­ and long-­term benefits of serving. If you are asked to serve on a committee convened by the provost, for example, you might feel that you have ­little choice in the ­matter or that demurring ­will be more difficult. While this may be true, ask yourself if it would be a good opportunity to foster relationships with colleagues outside your department or to establish greater name recognition and visibility for yourself at your institution. T ­ here is nothing wrong with thinking strategically about your yeses and nos. In terms of ser­vice to the profession, keep in mind the dif­fer­ent demands of serving on a prize committee (a lot of reading and work in a concentrated amount of time) versus a conference program and logistics committee (more meetings and email discussions but spread out over a longer period of time). Before you give your host a definite answer, ask about their expectations. How many meetings ­will the committee have? When ­will be

its busiest season or time? How many terms or years are you expected to serve? All of ­these are reasonable and smart questions to ask. 2. who e­ lse is invited? Ser­vice commitments often expose you—­for better and for worse—to p­ eople outside your immediate circle. On the upside, you’ll have a chance to build alliances with ­people who might share your convictions. You could come away from the experience with more friends and mentors to add to your support network. On the downside, you might find yourself in conflict with colleagues who have dif­fer­ent priorities, a competitive outlook, or higher rank or more power than you. Sometimes, a ­little reconnaissance can yield more information about who e­ lse ­will be serving on a committee with you, and that information can then ­factor into your decision to accept or politely decline. If the guest list ­will be a surprise, remind yourself that it ­will be a good opportunity to practice your diplomacy. However, be wary of any ser­vice that ­doesn’t have strong or appropriate leadership from the get-go. 3. what am i bringing to the party? what’s my role? The first t­hing that anyone ­will do to convince you to take on a ser­vice commitment ­will be to flatter you by telling you why you are the perfect person for the job. Before you agree, separate the flattery from your own objectives. Try to get concrete information about what your role ­will be. If you ­will be the most ju­nior colleague on a university-­wide committee, for example, ask yourself (and trusted ­others) why that might be. Does the head of the committee truly want the input of a newer colleague, or might this be a setup to put a more vulnerable person on a collision course with the dean? If you notice ­you’re the only ­woman or person of color on a committee, is this a valuable opportunity to shape the agenda, or do you get the sense that you’ll only be fulfilling some demographic tokenism without having any real influence? You might want to ask around about who has served on this committee in the past (if it has existed before) and chat with someone who ­will give you an honest answer about their experience. If their assessment (or your own intuition) leads you to think you w ­ ill be ill-­suited for the role—­whether ­because of your other commitments or ­because of your temperament or vulnerability—­there are ways to give a gracious no. You can give a par­tic­ul­ar reason (overcommitment, the need to focus on a par­tic­u­ lar task) or no reason at all; if you feel it would soften the blow, you can suggest someone ­else you think would be better suited or excited for the opportunity.

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4. how much time and money ­w ill it take? As with any invitation, you’ll want to think about how much time it w ­ ill entail—­ not just meetings or tasks themselves but also travel time, disruption of other activity, preparation for meetings, and the emotional time and energy taken up by combative situations. Some ser­vice commitments are fairly straightforward and simply involve showing up and offering your perspective; most, however, ­will involve other demands on your time. Make sure you get a sense of the time involved and make a clear-­eyed assessment of how much time you ­will dedicate and w ­ hether it ­will lead to situations that might create additional distractions. As for money, some professional ser­vice requires traveling to par­tic­u­lar conferences or meeting sites. If you do not foresee yourself funding that travel with institutional money or by paying your own way, take that ­under serious consideration. Some askers might be more privileged in terms of funding or might not be mindful of o­ thers’ financial situations. Be honest about your limitations, and if you still r­ eally want to serve, ask if it might be pos­si­ble to do so remotely. 5. do i have a conflict? You should check to make sure not only that you d­ on’t have another invitation for the same time but also that you are not overcommitted in general. Remember: no one but you keeps track of every­thing that ­you’re ­doing; make sure you ­don’t exceed what­ever quotas ­you’ve established for yourself about dif­fer­ent forms of ser­vice. It might be helpful to make a list or grid of every­thing you are ­doing (committees, manuscript reviews, undergraduate organ­ization advising, getting gradu­ate students through qualifying exams and dissertations, and so forth) to give you a striking visual way of determining ­whether ­you’re able to give a real and enthusiastic yes to something. And, of course, you should not accept an invitation if it would create a conflict of interest—­for example, serving on a promotion committee for someone with whom you are romantically involved or serving on a grant committee where you have a financial interest. 6. have i given myself enough time to decide? Never accept an invitation right away. This i­ sn’t a m ­ atter of being coy and playing hard-­to-­get: you want to have enough time to figure out what the commitment ­will mean in practical terms. You might want to consult with mentors and other colleagues as well as friends and ­family members, particularly if your plans might affect them. If you d­ on’t want to keep the asker hanging while you deliberate, send them a quick reply that you need appropriate time to check your vari­ous calendars. While they might make you feel pressed to give a quick answer, refrain from ­doing so. On their end, asking you is very likely something Requests for Service  249

on their “to-do” list that they want to check off quickly and get off their desk. The consequences for you, however, are longer-­reaching. 7. can i leave early? ­There’s always the chance that you’ll arrive at the party and realize that you cannot stay for as long as you thought. Perhaps one of the other guests is someone you’d rather avoid, or the conversation puts you in an awkward or marginal position. Obviously, you would prefer not to have to back out of something before you have fulfilled your commitment, but it’s worth finding out what the professional and reputational consequences might be if you find that you must. 8. do i want to get invited back? Some ser­vice commitments can give you insights into the ways your institution functions and might help you explore c­ areer options within academia. If, for example, y­ ou’re interested in pursuing administrative opportunities, it makes sense to accept ser­vice that allows you to learn how decisions are made and bud­gets determined. If ­you’re interested in curricular reform, it makes sense to serve on your department’s undergraduate studies committee or even take on the duties as director of undergraduate studies. Be strategic if you want to see one invitation turn into more—­say yes to the t­ hings that w ­ ill develop the par­ tic­u­lar skills needed for a role you hope to have in the ­future. To sum up: A yes to something means a no to something ­else. Think seriously about ­whether you ­will be fine with a par­tic­u­lar opportunity taking your time and energy away from other invitations that may come your way. If so, that’s ­great! But keep that r­ unning log of all your yeses so that you d­ on’t find yourself buried and resentful ­under a pile of them. On the flip side, a no to something can mean a yes to something e­ lse. Remind yourself that in a reply to a host, you can always say, “I have to decline this time, but please keep me in mind for something e­ lse.” Do not let a no plague your conscience; you might very well be opening yourself up to accept something ­later that feels more exciting and in line with your priorities and passions.

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PA RT I I I

Issues in ­Today’s Acad­emy

The contributions in this part of the handbook speak to some of the most dramatic national developments that have taken place in recent years, including new economic pressures; transformative (and increasingly demanding) technologies; ­family formations; louder conversations about sexual misconduct and various forms of racial violence; and an uptick in anxiety, isolation, and depression in p­ eople of all ages. All of ­these ­things, plus other societal shifts, reverberate in academia and academics’ lives. Indeed, it can sometimes feel like t­ hings are moving so quickly that the ground is shifting beneath our feet. For many of the questions taken up h ­ ere, it w ­ ill be useful to consult the student and faculty handbooks at your institution to get a sense of the relevant policies. For issues related to sexual harassment and emotional health, for example, some schools have specific required-­reporting policies that mandate faculty to convey to the appropriate offices any student reports related to ­these ­matters. Most institutions have policies about how to accommodate undergraduate and gradu­ate students with physical or learning disabilities. Many colleges and universities now have programs that encourage faculty to reach out to their surrounding communities through civic engagement and service-­learning programs, and have offices dedicated to supporting ­those efforts. Perhaps one of the most dramatic changes that has occurred in the past de­cade is that many scholars have turned to social media to have a presence as public intellectuals. T ­ hese technologies offer opportunities and pitfalls for

academics, allowing us to bring our expertise to bear on public questions in a timely fashion, but also exposing us to public scrutiny when comments might be taken out of context. Social media have also provoked new questions about academic freedom, as faculty may weigh in on issues that lie outside their areas of expertise in spaces that are si­mul­ta­neously public and private. Meanwhile, many faculty members may feel pressure from their employers to have a social media presence ­either for themselves or for their departments, adding another time-­consuming task to their weekly to-do lists. Natalia Mehlman Petrzela explains the opportunities and challenges of developing a prominent social media presence as an academic, and N. D. B. Connolly describes his experiences producing a podcast as a form of what he calls “public teaching.” The contributions ­here are far from exhaustive treatments of ­these ­matters, and new questions arise ­every day. But ­these essays point to many of the ­issues that colleagues might consider when navigating issues and expectations that may seem apart from the conventional expectations of research, teaching, and ser­vice. Michelle Falkoff offers reflections on the role that student evaluations have come to play in the acad­emy, and how academics should use them. Lauren Hall-­Lew and Heidi Harley, both adoptive parents (a demographic that gets short shrift in discussions of academic work-­family balance), offer advice about “setting a healthy boundary between caregiving and work” in a c­ areer in which both ­will consume as much time and energy as we allow them. Stephen Kuusisto speaks to the per­sis­tent marginalization of differently abled ­people. Issues that dominate headlines spark intense debates in colleges and universities. Matthew Finkin discusses the differences between the protections of the First Amendment and academic freedom, as well as instances wherein ­there are tensions between dif­fer­ent forms of academic freedom. Cary Nelson draws on expertise gained as president of the American Association of University Professors (aaup) to examine the precarity resulting from academia’s overwhelming reliance on non-­tenure-­track faculty. David Schultz explores the changes in administration and governance in what has emerged as the “corporate university,” and the resulting pressures on academics to be productive, efficient, and marketable at all times. Elizabeth Hutchison discusses obligations, expectations, and best practices for addressing sexual harassment and sexual vio­lence, ­whether it involves students, staff, or colleagues. To bring this handbook to an end, anthropologist Kelly Fayard recounts how she has cultivated allies in her efforts to decolonize the acad­emy and recognize Native communities.

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Taken together, the essays in this section offer reflections about how to navigate institutions that are designed to reflect upon the world around them, but remain inextricable from that world. The changing social, economic, and technological landscape places new expectations on faculty but also creates chances for us to have a greater impact on the communities—­whether on a ­house­hold scale or a global scale—in which we live and work.

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31. Navigating Social Media as an Academic natalia mehlman petrzela

I am a digital immigrant. In stark contrast to the “natives” just a few years my ju­nior, I or­ga­nized my high school papers on index cards and, in college, emailed once daily at the library. But by the time I became a professor in 2009, I was navigating new terrain, created by social media and the digital technologies that enabled them. My strongest recollection of this era was a sense that while social media was fun, it could only distract from scholarship. I let friend requests from colleagues languish (baby pictures and workout updates would only reveal me as unserious, right?) and even deleted the “sent from my Blackberry” signature that would reveal I was ever untethered from my desk. I was dimly aware of a field called “digital humanities,” but even online archives felt far from the heart of an endeavor I defined by the mostly solitary, tactile spaces of libraries that smelled of old books, and my solid wood desk. That I’m writing this essay—­and for a university press—is evidence that the landscape has changed. When I first began using social media to share ideas with colleagues, I emphasized that new media created opportunities for traditionally recognized modes of intellectual expression. It was, and still is, true: social media has led directly to my participation in conference panels, contributions to edited volumes, and publication in venerable—­print!—­outlets such as the New York Times and the Chronicle of Higher Education. But social media is now exciting to me for the opportunities it creates that are unique to our age. Syllabi coalesce—­publicly! freely!—as the news breaks. Rich threads filled with primary sources and sharp insights make the rounds.

Thoughtful, peer-­edited blogs are accessible in terms of prose and cost. Podcasts privilege the smart commentary often reduced to a sound byte in popu­ lar media. Writing accountability groups collectively inspire grad students and tenured professors alike. Networks amplify often-silenced marginalized voices, and create a virtual cheering section for the accomplishments of academic life that can be illegible to t­ hose outside of it—­securing a job that requires moving to a remote location for a low salary, or the ac­cep­tance of an article for no pay that ­will not be published for two years. I use social media for all the above, but also find it professionally valuable in ways that ­don’t correspond to cv lines. I often share about parenting, exercise, and travel, and I am especially gratified when younger scholars thank me for modeling how professors can unabashedly exist outside the acad­emy. Conferences can now feel dif­f er­ent thanks to the digital versions of each other we come to know, as it is common to enjoy a degree of intimacy afforded by social media’s albeit imperfect win­dow onto who we are beyond our acknowl­edgments. That said, social media is no utopia for academics or anyone, especially ­women and minorities. Old structures of authority apply, and social media offers a 24/7 opportunity to run afoul of them, with professional consequences far beyond one’s follower count. I see this when gradu­ate students get blowback for tweeting too intrepidly; even se­nior scholars are targeted for florid Facebook rants, and w ­ omen of color get death threats for daring to speak out at all. I’m hardly immune: when I tweeted about the dubiousness of touting press secretary Sarah Huckabee Sanders’s appointment as a feminist accomplishment, conservative blogs—­and eventually Fox News—­seized on it and, for a ­couple of days, my mentions w ­ ere filled with profanity and threats. Less aggressively, but arguably more impactful on my ­career, sidelong remarks from some colleagues about the superficiality of social media make clear that ­others perceive the time I spend on ­these platforms as a waste. I try to amplify the online voices of gradu­ate students, contingent faculty, and marginalized communities to do a small part to challenge t­hese forces. Yet, I also remind myself, and anyone who w ­ ill listen, to be deliberate about social media use: think before posting, as I do, about ­whether the potential repercussions are worth it. Do you want to spend the next several hours or more being called terrible names, or worse? Would you say what you tweeted to a colleague’s face? Would you be embarrassed if it w ­ ere a New York Times headline? What does your point of view add to the conversation? It is impor­ tant for all of us to remember that the apparent anonymity of sharing from our screens is misleading, and when the urge to be mean-­spirited or intellectually careless, or to weigh in on ­every news item becomes irresistible, it’s time to take 256  natalia mehlman petrzela

a break! I have removed Twitter and Facebook from my phone several times for this reason. Understanding the promises and pitfalls of this new realm is especially salient as scholars like me push to recognize public engagement as a legitimate form of expression for academics, while o­ thers understandably worry that maintaining an online presence ­will become yet another requirement of an already demanding job. Scholars who invest time and energy engaging in and elevating the popu­lar discourse through t­hese media should be acknowledged for it. I have been pleased that my institution supports my work in this realm as complementary to, rather than a distraction from, my research, teaching, and ser­vice. Still, when ­people compliment my “bravery” for “getting out ­there,” I want to reply that if anything deserves praise, it’s my stamina. Precisely b­ ecause I know public engagement is not uniformly valued among colleagues—­and b­ ecause I truly do value peer-­reviewed, traditional publishing and teaching as the core of a scholarly ­career—­I have always made sure that I meet and even exceed ­these professional standards, in part ­because I do this work. I completely understand the anxiety of some ju­nior colleagues who worry that they ­don’t have enough of a public profile but also that cultivating one could work against them. They are right, and ­there is no easy, singular answer to this quandary. It is exciting, and even thrilling, to chart this new territory with other scholars, and to interact with publics far beyond what was pos­si­ble less than a de­ cade ago. It’s up to us to consider the impact of this shift and to create new norms that w ­ ill consider the many pos­si­ble forms of public engagement for scholars, including how to value them more legibly and meaningfully as part of an academic c­ areer. For all this enthusiasm, however, I am reminded of an ambivalent realization I had when a scholar at a conference in Eu­rope referred to a tweet I had written two years ­earlier: words I had dashed off in haste—­and assumed, on some level, had dis­appeared into the ether—­really can last forever. Most importantly, perhaps, I must admit I found it nearly impossible to write this short piece without checking my feeds multiple times. I am certainly more distractible than I was in a notification-­free era that could be lonely, but was also characterized by a quiet I now find difficult to recapture. I guess I’m lucky to remember ­those days at all.

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32. My Social Media Philosophy in (Roughly) One Thousand Words n. d. b. connolly

I consider social media and podcasting useful for researching, organ­izing, and what I like to call “public teaching.” You can get content almost anywhere t­ hese days. But as history professors, ­we’ve been uniquely prepared to consider and amend the stories that the general public tells itself about the past. We’ve been placed, too, in a position to provide and pre­sent strong evidence—­archival evidence—in a compelling way, usually through narrative. My work as a host on the podcast BackStory (which began airing in 2008 and which I joined from 2017 to 2020) has proven critical for teaching in public. We enjoyed over 100,000 listeners ­every week. That’s a lot of teaching! Moreover, as historians, we cohosts constantly learned from each other about historical facts, interpretations, and how to pre­sent ideas. That has made my public teaching, via podcasting, a boon to my skill set and knowledge base as a classroom teacher. With my own experience of growth in mind, I believe it incumbent on historians to understand and wield ever-­evolving genres of storytelling. That used to mean books, articles, films, radio, and lit­er­a­ture. Now, it includes web-­based content such as blogs, digital mapping, Facebook posts, Twitter threads, and podcasting. As long as we embrace t­ hese new platforms as genres of historical narration, we can innovate and deepen what ­these platforms can do. If we treat them as cognate to “real history”—­and if we d­ on’t continue pressing for our universities to consider and reward this ­labor as ­labor—­we’re contributing to

academic historians’ potential obsolescence. In t­ hese times, that strikes me as especially dangerous. Considering, in fact, the politics of knowledge-­making, I’ve found social media remarkably effective at organ­izing scholars to help humanize and improve our professional institutions. I’ve personally been party to efforts begun via social media to improve editorial practice at major journals, to petition against po­liti­cal appointments from a place of scholarly expertise, and to redress topical oversights in trade publications. Each time, ­these have been collective efforts. And ­they’ve become so common in our wider profession as to go largely unremarked and unframed as part of our general job description. (Even if that’s becoming more and more the case.) Organ­izing via social media has clear scholarly benefits. Facebook, especially, can allow you to whip up an immediate academic conference on what­ ever topic you need. Often in mere minutes (and without leaving the couch), I’ve been able to marshal help tracking down arcane sources, reading barely intelligible archival rec­ords, and laying out the contours of a pressing scholarly debate. I gave up social media for a time to focus on writing. It was the research aspect of social media, though, that brought me back. That said, I’ve also learned a few lessons to help me navigate the newness of ­these platforms and digital modes of knowledge-­sharing and -making. First, the importance of taking breaks from digital platforms ­can’t be ignored. The draw of immediate gratification, distraction, and sometimes bald voyeurism, can make social media a poor and toxic substitute for working through a tough patch of writing or an archival dead end. T ­ here’s no magic formula for balancing one’s “digital diet.” Mostly, I think, it requires being honest with oneself about how social media makes one feel, especially when compared to how one feels cracking a research riddle or completing a power­ful piece of writing. No lyrical Facebook post or foe-­vanquishing on Twitter can ­really compete with that. Second, recognize that not every­one ­will appreciate your online contribution as much as you do. It’s increasingly true that scholars with large Twitter followings can command higher speaking fees or heftier book advances, based on their perceived marketability. For t­hose scholars merely holding or interested in pursuing an academic job, however, university administrations do not yet hire, tenure, or promote based on one’s social media impact. (Again, not yet.) They can and have, however, terminated professors for exercising their ­free speech online. This is not to dissuade anyone from using direct or even sharp language on one’s platform of choice. It is, rather, to make a direct economic point. You ­can’t take social capital built online into the Ivory Tower, any more than you can spend pesos or rupees at a Walmart in Indianapolis. The currencies My Social Media Philosophy  259

are not equivalent. Knowing this can go a long way t­oward mitigating one’s expectations of and investment in par­tic­u­lar platforms. Third, one should remain mindful of the consequences—­really, the dangers— of subjecting one’s work or ideas to social media, and protect oneself accordingly. ­Those out in the world who believe your perspective to be dangerous or costly—­ for them personally or for their i­magined group—­will often find an unsavory way to let you know it. Over my years of public teaching via op-­eds and social media, I’ve received some pretty bracing messages, replete with death threats, n-­bombs, and jpegs of the Confederate flag. As a general rule of thumb, it’s advisable to consider how much your distaste for hate mail outweighs your desire for media exposure. More specifically, take concrete steps to keep your home address offline, protect your data from hackers, and, if ever threatened, take such threats seriously by activating the necessary security or law-­enforcement mea­sures.

260  n. d. b. connolly

33. Moving beyond Student Teaching Evaluations michelle falkoff

Few who have ever worked in higher education would be surprised to learn that more evidence has come out showing that student evaluations of teaching are often biased. In a recent study on gender bias in student evaluations in ps: Po­liti­cal Science & Politics, Kristina M. W. Mitchell and Jonathan Martin argue that academic institutions must stop giving an inordinate amount of weight to student evaluations when making employment decisions ­until the institutions can account for, address, and eliminate bias.1 Unfortunately, ­there is no consensus on how best to do that, and gender is not the only kind of bias at issue. Still, it is time for academic institutions to do better. Evidence of gender bias has been available for a long time. Even the most cursory search reveals multiple studies ­going back to the 1980s that examine the role of gender bias in academic evaluations, published in journals such as the Journal of Educational Psy­chol­ogy and Research in Higher Education.2 More recently, researchers for publications such as the Journal of Diversity in Higher Education have investigated the effect of other kinds of bias, such as racial and ethnic bias, and have found equally problematic outcomes.3 Even biases that fall outside traditional categories of discrimination, such as student negativity t­oward classes they perceive as overly challenging or taxing, harm educational institutions’ ability to use student evaluations to gauge teacher effectiveness. Professors who are perceived to be difficult, or who teach difficult material, may receive lower evaluations, despite students often having greater success in ­later courses based on what they learned from ­those professors, as one study found.4

Student evaluations have also become less reliable over the years ­because most schools have switched to online systems. The American Association of University Professors (aaup) ran a comprehensive survey of faculty members about teaching evaluations. This survey noted that the rate of return for student evaluations has gone down precipitously in the electronic age, and that the tone of student comments has started to resemble that of internet message boards, with more abuse and bullying.5 Students who ­were aware of some or all of their grades in advance of completing the evaluations tended to be harder on faculty, in both written comments and numerical assessment. This decrease in reliability and consistency also contributes to the in­effec­tive­ness of student evaluations as a primary metric for faculty assessment. While it may be pos­si­ble to improve evaluations by trying to account for or eliminate bias (such as changing the questions, discounting numbers to account for bias, or coming up with alternative strategies for obtaining student feedback), the better approach is to look at alternative means of assessing faculty per­for­mance. In par­tic­u­lar, it is time to stop relying primarily on one approach and move to a more holistic strategy, in which multiple f­ actors contribute to a more accurate, consistent, and well-­rounded assessment. My experience as director of the Communication and ­Legal Reasoning program at Northwestern University’s Pritzker School of Law has convinced me that a holistic approach to faculty evaluation is more appropriate than reliance on student evaluations alone. Our course is part of the required curriculum, and my faculty includes a majority of w ­ omen. Students do not get to choose their professors, are graded on a curve, and receive extensive critical feedback during the semester before they complete their evaluations. This means that students often use their evaluations to express their frustration with the difficulty of the course overall, and often lash out at faculty members. As a result, student evaluations are far less helpful than I would like in assessing what faculty members do well, or where faculty members need improvement. This makes it necessary to parse the distinction between students’ frustrations that are natu­ral byproducts of the difficulty of the course, and ­actual teaching issues that impede student learning. To that end, the University of Michigan Center on Learning and Teaching emphasizes the importance of using more than one evaluative methodology, regardless of what the methodologies are.6 The Center suggests including assessment of how faculty members deliver their instruction; how they plan their courses; how they assess the students themselves; and other f­ actors, including feedback from students, colleagues, and supervisors. The aaup survey authors also suggested a holistic approach to evaluation. Based on faculty feedback, they 262  michelle falkoff

recommended clearer institutional assessment policies, assessment by multiple constituencies that included but w ­ ere not ­limited to students, and an increased emphasis on mentoring. At my own institution, I have found alternative methods of assessing faculty extremely effective. T ­ hese methods include watching faculty classes (­whether via video or in person), reviewing course materials, reading faculty self-­evaluations, and meeting with faculty members one-­on-­one to discuss per­for­mance. With a clear sense of how faculty members perceive their own course, student feedback is easier to contextualize, and it becomes pos­si­ble to determine ­whether student concerns are legitimate or are typical for classes as demanding as first-­ year law school classes tend to be. The Searle Center for Advanced Teaching and Learning at Northwestern is also helpful in providing guidance to faculty who wish to improve their teaching. The Center holds workshops and programs for groups of faculty on vari­ous topics related to teaching, and Center employees also work with individual faculty members, including visiting classes and providing personalized feedback. Of course, student feedback remains impor­tant, and at the law school we have taken steps to make the evaluations more useful for both students and faculty. Faculty members can personalize their evaluations to ask questions they feel are likely to be valuable. My program’s evaluations include, for example, some questions permitting the students to evaluate their own per­for­mance. ­These provide context for their other responses, both for themselves and for faculty members. The university is also in the pro­cess of reviewing its overall approach to student feedback, as are many other institutions. Holding teaching faculty members to high standards is impor­tant and student feedback is relevant; but if academic institutions do not take steps to assess faculty members more holistically, they run the risk of losing talented faculty for reasons that are not only inappropriate but may well be illegal. Moving beyond reliance on student evaluations may involve taking more time and effort to evaluate faculty members, but it w ­ ill also help us ensure that we are helping teachers succeed while eliminating the possibility that bias w ­ ill play a role in making or breaking their ­careers.

notes 1. Kristina M. W. Mitchell and Jonathan Martin, “Gender Bias in Student Evaluations,” ps: Po­liti­cal Science & Politics 51.3 (2018): 648–52. 2. Susan A. Basow and Nancy T. Silberg, “Student Evaluations of College Professors: Are Female and Male Professors Rated Differently?” Journal of Educational Psy­chol­ogy Beyond Student Teaching Evaluations  263

79.3 (1987): 308–14; Henry Wigington, Nona Tollefson, and Edme Rodriguez, “Students’ Ratings of Instructors Revisited: Interactions among Class and Instructor Variables,” Research in Higher Education 30.3 (1989): 331–44. 3. Landon D. Reid, “The Role of Perceived Race and Gender in the Evaluation of College Teaching on RateMyProfessors​.­com,” Journal of Diversity in Higher Education 3.3 (2010): 137–52. 4. Anya Kamenetz, “Student Course Evaluations Get an ‘F,’ ” npr Ed, 26 September 2014, https://­www​.­npr​.­org​/­sections​/­ed​/­2014​/­09​/­26​/­345515451​/­student​-­course​ -­evaluations​-­get​-­an​-­f. 5. Craig Vasey and Linda Carroll, “How Do We Evaluate Teaching? Findings from a Survey of Faculty Members,” aaup online, May–­June 2016, https://­www​.­aaup​.­org​/­article​ /­how​-­do​-­we​-­evaluate​-­teaching#​.­WrFBzOgbNPY. 6. University of Michigan Center for Research on Learning and Teaching, “Methods of Evaluating Teaching,” http://­www.crlt.umich.edu/resources/evaluation-­teaching/methods, accessed January 28, 2020.

264  michelle falkoff

34. Work-­Family Balance in Academia lauren hall-­l ew and heidi harley

­ very day, our work is affected by our home life. A good night’s sleep can foster E productivity, while an argument over breakfast can ruin your day. Long term, our ­family lives can deeply impact the resources we have to carry out tasks at work. In this chapter, we draw on our experiences as adoptive parents—­a type of parent who is not often explic­itly included in discussions of life in academia—to discuss caring for and growing a ­family while working in the acad­ emy. We use our experiences to illustrate the sometimes unexpected ways that ­family stress and complexity can impact an academic c­ areer, and we discuss strategies for achieving balance. First, ­we’ll introduce ourselves.

Lauren’s Story

My husband and I have a ­daughter, born in 2012, and a son, born in 2016. Both lived with foster families from birth and joined our f­amily as toddlers. We are Americans, living in the United Kingdom since 2009. A common path to adoption in the UK is through the foster care system. A ­ fter a child is placed with prospective adoptive parents, ­there is a “settling in” period of several months before the l­egal adoption begins. This is a stressful time. Prospective parents are parenting a child t­ hey’ve only just met and who w ­ ill be struggling emotionally with the transition. The c­ hildren may have emotional or cognitive delays ­because of the circumstances that led to their being in foster care. And since

c­ hildren in foster care are not often relinquished voluntarily by their birth parents, ­there are sometimes long and fraught court proceedings. Isla was placed with us in March 2014 and we expected to legally adopt her that September, but it took four court dates, finishing in December. I was working full time that semester, and it was sometimes difficult to be fully pre­sent at work. My first few years as a parent w ­ ere spent learning to radically change the expectations I had for my work productivity. Despite the fact that my husband took full-­time adoption leave for a year and then returned to his job (in academic administration) part time for caregiving reasons, Isla still seemed to require ­every ounce of my energy and attention when I w ­ asn’t at work, and even sometimes when I was. I was always tired, and often sick. Even when she was in day care, the intensity of her needs in the mornings, eve­nings, and on weekends was often overwhelming. When my son came home a few years l­ ater, the feeling more than doubled, and I reached a new level of burnout. My self-­ care strategy is to cultivate support. I’ve amassed a pile of books about parenting, adoption, and childhood trauma. I go to therapy and am active in online support groups. Together, t­ hese efforts help me manage, and even enjoy, both parenting and academic life.

Heidi’s Story

We have two boys, one born in 2012 and one in 2017, both placed with us at birth through domestic open adoption in the United States. We ­adopted as older parents; I was forty-­two in 2012, and my husband was fifty. Our first adoption was through a large national agency, and it went about as easily as pos­si­ble. We ­were chosen by Jasper’s birth mom ­after only a month of waiting. Her vision for the adoption was clear, and we had a lot of time to get to know each other, to the point that she invited us into the delivery room. My husband cut the cord; I was the first to hold Jasper; we have been together since his first breath. Since then, we have stayed in regular contact with his birth ­family and settled into our respective familial roles well. Despite this, it was an emotionally fraught pro­cess, full of fears and tears and interpersonal challenges. Our second adoption was a much bumpier pro­cess, although I experienced the bumps with much more equanimity. We renewed our home study, paid our second set of agency fees, sent in our materials, and waited. A year went by, then two, then three—­and then our national agency went bankrupt, taking our fees and our hopes of a second adoption with it. (Adopting through an agency in the United States, ­either domestically or internationally, is an expensive proposition. Agency fees are in the tens of thousands of dollars, a significant percentage of an annual academic 266  lauren hall-­l ew and heidi harley

salary, especially at an early ­career stage. Agency fees also ­don’t include ­legal costs or birth parent support costs, which add another few thousand to the total expense. In contrast, ­there are very minimal costs when adopting from foster care.) But a few months l­ater, the local agency that did our home study on behalf of the national agency called with a potential match! We w ­ ere fortunate to be able to afford the third fee, and so we matched with a ­couple in our state who ­were making their decision late in the pregnancy. Jaxson was born two weeks ­later; we met him about five hours ­after birth. His birth mom’s postpartum emotional journey was volatile, and responding supportively to her feelings was a big new emotional challenge for me. As for Lauren, adoption for me has meant a lot of reading, counseling support, and seeking out experienced mentors, as well as changes to my work life. Open adoption, besides the sometimes challenging interpersonal dynamics, has also brought new logistical challenges, such as taking time for visits with our new extended families. Parenting through open adoption has sharply curtailed my academic travel even more than biological parenting would have, despite the fact that like Lauren, I have a very supportive partner who does a large share of the caregiving, having reduced his work schedule to part time for that purpose. ­Because of our partners’ support, both Lauren and I have more flexibility for work-­related travel than we might if we ­were single. As for my day-­to-­day life, ­there is no more attending to the millions of chores of academia at home. My new bound­aries have their upside, however. Parenthood has made both ­going to work (I get to get some work done!) and coming home (I get to see my darlings!) more rewarding.

Caregiving while an Academic

The challenges of adoptive parenting overlap quite a bit with any kind of caregiving: loss of leisure time, loss of sleep, and increases in stress. This can often result in increases in physical and m ­ ental illness, and difficulties completing work-­related tasks of vari­ous sorts. We discuss our experiences with t­hese challenges, and our advice for addressing them, by focusing on two general issues: time and energy. your time Challenges to work-­family “balance” are felt most acutely at the day-­to-­day level. When you are someone’s primary caregiver, your personal time is not, strictly speaking, ever your own. T ­ here are times when this state is immediate (e.g., when feeding or bathing that other person), but even at work, your time might need to be spent on caregiving duties (e.g., scheduling a doctor’s appointment). Work-Family Balance  267

When caregiving for a high-­needs individual, it can be impossible to accomplish that kind of task while si­mul­ta­neously attending to their immediate needs. Dif­fer­ent ­family situations require dif­fer­ent amounts of this orga­nizational work. A central feature of adopting, for example, is the massive amount of time and paperwork involved. In Lauren’s case, the most time-­consuming part of the pro­cess was the home visitation, which follows six weeks of preparatory training. When UK-­based parents adopt from foster care, they are represented by a ­seventy-­to eighty-­page document that the social worker assem­bles ­after about nine months of fortnightly home visits, which always take place during the workday. The document includes personal information about the prospective adopters; medical checks; criminal background checks; safety checks of the home; and three letters of recommendation, the writers of whom are also interviewed. The prospective adopters are interviewed by a panel before starting to look at profiles of available c­ hildren, which itself can take months or years. Heidi went through a similar home-­study pro­cess in the United States, with two social worker visits, criminal checks, medical affidavits, and three letters of support from nonrelatives. Open adoption in the United States also requires a kind of familial promotional brochure with pictures and text, for birth ­mothers to look at as they choose which families to consider for their baby. Heidi found assembling that document to be about as stressful and time-­consuming as assembling her tenure dossier. The day-­to-­day demands of caregiving require resetting your expectations for a “productive” day, and being understanding about the fact that your workday may necessarily be structured differently than it used to be, or differently from that of your peers. You might put in more hours in the eve­nings or weekends just to work the same number of hours as your colleagues; or you might rule out working at home entirely, putting more pressure on your time in the office. On the one hand, the flexibility built into the academic work schedule in US and UK cultures is an advantage. On the other hand, becoming a caregiver necessitates building healthy bound­aries: recognizing that ­there are times when work takes priority over caregiving, and vice versa, and being deliberate about when ­those times are. As ­children get older, their school-­dictated schedules sharply constrain their caregivers’ availability. If you had been a binge-­writing night owl, as we both w ­ ere, you e­ ither need to transition to a nine-­to-­five, planned-­ increment schedule for writing, or schedule your writing binges in collaboration with your caregiving support network. Being a primary caregiver is a major change and, like all change, it’s not always easy. For some, it may be tempting to transfer a quality of perfectionism from an academic context to a caregiving one (e.g., being the “perfect parent”), and this temptation must be avoided at all costs, lest you burn out at both ends. 268  lauren hall-­l ew and heidi harley

Setting healthy bound­aries between caregiving and work is also the bottom line for how to navigate the challenges of the longer-­term demands on your time. For example, some academics are advised to see their sabbatical as an ideal time to have c­ hildren. This is bad advice. The effect is to deprive you of a research-­focused sabbatical that your childless peers are taking, with commensurate effects on your research output. If you have access to parental leave, claim it separately from research leave. If you have a child during sabbatical, pause the research leave from the moment you begin parental leave, and resume it at the completion of parental leave. D ­ on’t expect to do any academic work while on parental leave. If you can manage some ­here and ­there, ­great; but you are on personal leave for good reason, and the demands of that reason mean that even the smallest academic task can feel overwhelming. It may feel uncomfortable, ­after having dedicated your life to obtaining a PhD, to suddenly abandon your academic work for months, but we both found that it was necessary. ­There may also be pressure to limit the length of leave. Tenure-­track academics, especially, worry that any break in progression ­toward tenure w ­ ill be evaluated negatively. While penalizing tenure applicants for caregiver leave is, in our opinion, unethical, we c­ an’t promise it w ­ on’t happen. But all t­hings being equal, we recommend taking as much leave as pos­si­ble. Check with your ­human resources department about how much leave ­you’re entitled to, as this varies from place to place. For ­those adopting, we hope that you find yourselves at institutions that allow for the same leave as birth parents. While adoptive parents d­ on’t need to recover from childbirth, they need time to heal other wounds and bond with their child. (Colleagues and students may need to be educated about this, though we hope less and less so in the f­uture.) And, of course, caring for any newborn is a 24/7 prospect for months. Another challenge is medium-­term planning: teaching, examining gradu­ate students, attending conferences, and so on. Your caregiving can be required very suddenly and unexpectedly, and that state of anticipation can be very stressful. With pregnancy, a premature birth or miscarriage can have a devastating impact on an academic’s ability to work at all, not to mention throwing all of their medium-­term (and long-­term) planning out the win­dow. With adoption, the timeline is extremely hard to predict. Practically, it makes it hard to plan for the vari­ous scheduled aspects of academic life. It can be frustrating to be unable to make definite plans, to have to say “no” more, and to have to cancel plans you w ­ ere looking forward to, sometimes at the last minute. We recommend intentionally resetting your own expectations, recognizing that ­these ­things go hand in hand with caregiving. Seeing the silver lining can help: being forced to choose your work travel much more carefully is not necessarily a bad t­ hing, Work-Family Balance  269

as it can help you clarify priorities and streamline research goals. Your support network is key. It’s also impor­tant to maintain open lines of communication with your colleagues, especially ­those most likely to cover your teaching and administrative duties while ­you’re away. The challenge of long-­term planning is a defining difference between, for example, caring for an elder, which may be more likely ­later in your ­career, and caring for a child, which may be more likely e­ arlier. Adopting and giving birth also affect long-­term planning differently. Although ­there are fewer biological constraints on the age you can be when adopting, t­ here are more constraints in terms of academic life stage. While it’s pos­si­ble to get pregnant while on the job market, and move with a new baby, this is not pos­si­ble with adoption. Bringing an adoptive child into your home requires absolute stability, for ­legal and administrative reasons but also for emotional and psychological ones. ­Children need a highly predictable environment in order to thrive in the initial years ­after placement. Both of us essentially had tenure when we started our adoption pro­cesses. For some, the intensity and uncertainty of being on the tenure track may make it a challenging time to begin an adoption journey. your energy Caregiving differs widely in terms of its physical demands, but ­there is no doubt that any caregiving depletes your energy level. The loss of sleep, for example, can be so profound that it can be difficult to even get to work, or to function at work at even a basic level. Sleep deprivation can affect ­people of dif­fer­ent ages differently as well, as physical resilience varies significantly across the lifespan. Anyone experiencing a truly deep level of exhaustion might consider a medical leave of absence, finding alternative caregiving support, or both. This is one key reason why personal leave should never be combined with research leave. Caregiving can be exhausting even when ­you’re well rested. You are responsible for another person’s schedule in addition to your own, and maintaining multiple schedules can be mentally taxing. Beyond the day-to-day, t­here is a huge cost to m ­ ental energy in terms of big-­picture decision-­making, ­whether it be deciding to adopt a child (and the difficult circumstances that might lead to that decision), deciding to move a parent to a nursing fa­cil­i­ty, deciding to go back on the job market for the sake of your ­family’s needs, and so on. ­These aspects of caregiving can be emotionally draining, as can emotional demands felt on a day-­to-­day basis. ­People in care ­don’t have full capacity to care for themselves. That restricted capacity is something they likely have an emotional response to, ­whether it’s a toddler learning to share or a partner with a sudden illness. Caregivers are engaged in empathy work, taking on the emotional experi270  lauren hall-­l ew and heidi harley

ences of t­ hose they care for, and this can be as depleting as the loss of sleep or the juggling of schedules. It encroaches on the same reserves that we draw upon as academics in our supervisory or mentorship capacities—­what they call “pastoral care” in the UK. New caregivers might find that reservoirs of patience and empathy may run a bit dry in the most intense years of caregiving, whenever they come. Managing your emotional energy is a challenging aspect of work-­family balance for adoptive parents. Adoption differs from pregnancy in having more variables and unfamiliar corners, each an additional tax on your emotional reserves. The first few months of an adoption placement are spent building attachment between individuals who are basically strangers when the placement begins. It can mean allowing for, yet si­mul­ta­neously soothing, the child’s fear, anxiety, and anger at having their world turned upside down. It can mean welcoming the child’s birth ­family into your life, and recognizing and supporting their pro­cess as well as your own. It requires the conscious cultivation of more patience and empathy than we had ever ­imagined: for your child, birth ­family, foster ­family, your partner, and you, on top of the usual challenges of parenting any child. It takes time for every­ one to s­ ettle into their new life together, to trust one another, and to bond. It can feel very long and very hard, and the effect on academic life is tremendous. Work can also be emotionally challenging, and so we cannot stress enough how impor­tant it is to anticipate the emotional strain of caregiving, and put support structures in place to keep up morale. For example, schedule more breaks in your workday, connect with o­ thers in your situation, and consider psychotherapy to help you talk and work through your strug­gles and questions. If you are involved in the aspects of academia that entail emotional l­abor, such as student supervision, expect to cut back. Much of the energy we give our students is like the energy we give our ­children. It’s impor­tant for colleagues to understand your situation, and to set up both practical support (e.g., who can cover your teaching at the last minute) and emotional support.

Conclusion

While ­every academic’s experience with caregiving ­will be dif­fer­ent, we hope that the experiences and advice ­we’ve shared ­here are general enough to apply to a range of situations. T ­ here are, of course, endless positives to being a caregiver, just as ­there are many positives to being an academic! But both pre­sent par­tic­u­lar challenges and stressors, and the best way to mitigate t­ hose is to go in with eyes open: inform yourself, revisit your own expectations, and cultivate reliable and varied networks of practical and emotional support. Nurture your own resilience to maximize the rewards for every­one. Work-Family Balance  271

35. Ableism in the Acad­emy: It’s What’s for Breakfast stephen kuusisto

Ableism is akin to racism or homophobia, but with one difference: the assumption that physically challenged bodies are “someone ­else’s issue” remains largely unexamined outside academic or activist circles within disability communities. —­Stephen Kuusisto, before his first cup of coffee You ­can’t include the disabled in what­ever is meant by “diversity” u ­ ntil the prob­lem above is addressed. —­Kuusisto, a­ fter his second cup of coffee That the disabled belong in special offices, sequestered environments, is a hangover from the nineteenth c­ entury. Just as p­ eople of color or w ­ omen still experience cruel nineteenth-­century headaches, the disabled do also. The acad­ emy taught racial separation, “the White Man’s Burden,” and eugenics, and promoted the medical and psychological inferiority of ­women and ­people of color throughout the 1800s and long into the twentieth c­ entury. The hierarchies of post-­secondary education in the United States remain in an amnesiac state—­ you see, I’ve even chosen an ableist meta­phor to make the point. Where disability is concerned, college administrators see no reason to address the structural dynamics of outworn and damaging ideas—­after all, disability is about accommodations, and ­doesn’t a special office take care of that? —­Kuusisto, ­after a bowl of oatmeal

 The last sentence above is always spoken by the able-­bodied. The disabled d­ on’t say this. They say, “­We’re part of the village now.” The able-­bodied say, “­You’re part of the village only insofar as it’s con­ve­nient. Go to your special office.” —­Kuusisto, ­after walking his dog

Loose Notes

— ­The special office is always in an out-­of-­the-­way location. — ­The special office is always understaffed. — ­The special office gives faculty and administration permission to think “the disabled” (who are ­really cash-­paying students—­your ­sister, your friend, your neighbor) are a complicated prob­lem, requiring sequestered and specialized “treatment.” — ­This is an outworn model for disability engagement. — ­Faculty and staff need to be brought into the twenty-­first ­century where disability is concerned. — ­This cannot be accomplished if able-­bodied faculty, staff, and administration cannot confront the legacies of ableist thinking. — ­No one likes to be called ableist. Just as some white ­people hate to be called out for white privilege and say, “but I have a black friend,” ­thereby proving their privilege, ­ableists are fond of saying “I care about disability,” which often means, “I want to change the subject.” — ­This is what I like to call the ableist shrug. If the able-­bodied believe themselves progressive but fail to assist the disabled when they experience obstacles, then ­they’re extending ableism. —­Kuusisto, ­after a shower

note Originally published on Kuusisto’s blog, Planet of the Blind, May 2, 2018, https://­ stephenkuusisto​.­com​/­​?­s​=­ableism+in+the+acad­emy.

Ableism in the Academy  273

36. ­Free Speech and Academic Freedom matthew w. finkin

As long as centers of power are displeased—­angered or outraged—­with what professors write, teach, or say, and seek to sanction the speaker, irrespective of adherence to the standard of care for disciplinary utterance or re­spect for the robustness of speech in a po­liti­cal forum, academic freedom ­will be threatened. Threats have most often come from outside the university: from “benefactors,” as found­ers of the American Association of University Professors (aaup) put it in 1915 (297), and from “public opinion” which they saw as the “chief menace” at the time. The rec­ord was ample on that account, and of long standing. In 1854, Edward G. Loring, a US commissioner and lecturer at the Harvard law school, was denied reappointment by vote of Harvard’s Board of Overseers, a body elected by the state legislature, rejecting the recommendation of both the law faculty and the Harvard Corporation. As commissioner, Loring had recently enforced the Fugitive Slave Act, as he was legally bound to do even as he detested it. Such was the state of public opinion that the fugitive had to be placed ­under a military guard lest a crowd rescue him during his return. Over the course of the twentieth ­century and into the twenty-­first, the professoriate encountered the legislative prohibition on instruction in evolution and the requirement that equal time be given to creationism; the imposition of loyalty oaths; a drumbeat of investigations into subversive teachings; attempts to ban speakers at public universities; and efforts to legislate “balance” in instruction. In ­these controversies, the words ­free speech and academic freedom have sometimes been deployed interchangeably. But academic freedom is not ­free speech.

The two have dif­fer­ent sources, perform dif­fer­ent functions, and are subject to dif­fer­ent standards. They may overlap at some points but diverge at ­others.

Freedom of Speech

The First Amendment enjoins Congress to “make no law . . . ​abridging the freedom of speech.” At its core, it protects po­liti­cal speech, speech intricately tied to the vitality of demo­cratic government. The Supreme Court has emphasized that po­liti­cal speech must be allowed to be “robust,” “unfettered,” “uninhibited,” without connection to the speaker’s status or education, or w ­ hether what the speaker has to say is well or poorly informed, or even if it is utter nonsense. However, the prohibition applies only to state actors. Public colleges and universities are governed by the First Amendment; private institutions are not. For much of American history, however, public employment was outside the zone of speech protection. As a justice of the Mas­sa­chu­setts Supreme Court, Oliver Wendell Holmes Jr., opined in 1892 in the case of a police officer fired for disparaging the management of his department, “The petitioner may have a constitutional right to talk politics, but he has no constitutional right to be a policeman” (McAuliffe 1892, 220). In 1927, the Supreme Court of Tennessee saw no infirmity in a law criminalizing speech uttered by a teacher in one of the state’s schoolrooms or university classrooms: the teaching of evolution. The teacher was named Scopes. The US Supreme Court reversed course in 1968, when a school board in Illinois dismissed high school teacher Marvin Pickering for “disloyalty” in writing a letter in the local newspaper criticizing the board’s financial management. The Pickering Court started out with what would seem to be a categorical imperative: public employees, including schoolteachers, do not “relinquish the First Amendment rights they other­wise enjoy as citizens to comment on ­matters of public interest,” including comments “in connection with the operation of the public schools in which they work” (568). However, what would seem at first blush to extend the right of robust, unfettered, uninhibited po­liti­ cal speech to public employees was immediately circumscribed in three consequential regards that w ­ ere to take on a thick texture in the Court’s unfolding jurisprudence. First, the Court’s reference to “­matters of public interest” was not simply descriptive. The Court subsequently clarified that constitutionally protected speech must address an issue of concern to the community at large. Speech of merely personal, parochial, or intramural concern is not protected. Second, the Pickering Court stressed that government “has interests as an employer in regulating the speech of its employees that differ significantly” from ­those it has Free Speech and Academic Freedom  275

in regulating the speech of the citizenry at large; that is, “in promoting the efficiency of the public ser­vice,” to maintain “discipline by immediate supervisors or harmony among co-­workers”(568–70). Thus, speech other­wise protected as concordant with that robust and uninhibited po­liti­cal or social debate the Court extolled might be so robust, so uninhibited as to so disturb one’s coworkers, supervisors, or clients that it should lose protection. Third, the Court re­ atters visited its reference in Pickering to employee speech “as a citizen on m of public concern” (Connick 1983, 138) when an assistant district attorney was disciplined for protesting that the office was railroading a criminal defendant. The Court held that the l­ awyer spoke not “as a citizen” at all but rather pursuant to his “official duties” (Pickering 1968, 578); when speaking in that capacity, the First Amendment simply did not apply. Justice Souter dissented, noting that the holding imperiled the constitutional protection for university professors who teach—­speak—­“pursuant to [their] official duties” (578). The majority recognized Justice Souter’s concern for academic freedom “at least as a constitutional value” (emphasis added) and that speech of that nature might not be fully accounted for in its decision. “We need not,” said the Court, “and for that reason do not, decide ­whether the analy­sis we conduct ­today would apply in the same manner to a case involving speech related to scholarship or teaching” (Garcetti 2006, 13; emphasis added.) What that means remains unsettled. What is settled is that when addressing the public on an issue of public concern, ­there is no duty to investigate, to actually know what one is talking about. The speaker can be sued in defamation for the utterance of an injurious lie. But even then, the speaker must know the facts to have been false or have reason to have known them to be so. M ­ atters of opinion are not actionable at all. Anyone is ­free to mount the proverbial soapbox—or, ­today, a virtual one—to declare that Poland started the Second World War by attacking Germany; global warming is a hoax perpetuated by a secret cabal; 90 ­percent of murders and rapes in Amer­i­ca are committed by unlawful aliens. Such is the Constitution’s commitment to the robustness of po­liti­cal speech.

Academic Freedom: The 1915 Declaration

Even as Justice Holmes uttered his aphorism about the hapless policeman, the American professoriate, turning to the model of the German research university, sought recognition of their right to speak contrary to the dictates of the trustees who appoint them. The effort coalesced in the 1915 founding of the aaup and its issuance of a manifesto, the Declaration of Princi­ples on Academic Freedom and Academic Tenure (aaup 2006a). The Declaration lays out the several 276  matthew w. finkin

bases for academic freedom, the phrase borrowed from the German usage. Two of ­these bear emphasis ­here. First was the nature of the institution. A university is a public trust devoted to the promotion of inquiry, the advancement of the sum of ­human knowledge, the instilling in students of the capacity for and exercise of critical thought. The modern university is not founded to propagate a faith nor to transmit the preferred doctrine of its donors. Institutions of that nature did exist and they have ­every right to, but, the Declaration maintained, they are essentially proprietary in nature and should not be allowed to fly ­under false colors. ­Toward ­these ends, the professoriate was asserted to play a distinct and critical role, grounded in what Robert Post has called “disciplinarity” that imposes standards of care in utterance. As the Declaration put it, “The claim to freedom of teaching is made in the interest of the integrity and of the pro­gress of scientific inquiry; it is, therefore, only ­those who carry on their work in the temper of the scientific inquirer who may justly assert this claim” (aaup 2006a, 298). A professor of modern Eu­ro­pean history who pronounces that Poland attacked Germany in 1939, a professor of climatology who claims that global warming is a conspiratorial fabrication, a sociologist of crime who asserts that aliens are responsible for the lion’s share of violent crime can be called to account on how they have arrived at ­these conclusions, to show that their methods are disciplinarily acceptable. If they cannot, unlike our soapbox orator, they could well face institutional sanction. Po­liti­cal speech does not preclude fabulism or charlatanism. Disciplinary speech does. The 1915 Declaration’s emphasis on disciplinarity has drawn criticism on the grounds that as academic freedom is meant to encourage new departures and ways of thinking and seeing that challenge prevailing pieties, the discipline’s power to reject the new and restore the old violates academic freedom. But even critics of this stripe agree that ­there must be some standard of mea­sure that only ­those knowledgeable are equipped to make. Academic judgments have to be made distinguishing the valuable from the meretricious, the insightful from the superficial, the scholarly from the po­liti­cal. The task is inherent in the academic enterprise. Judgments of that sort, made on academic grounds, do not violate academic freedom; making them is a responsibility that cannot be shirked. Note that at its core, academic freedom is at once narrower and deeper than freedom of po­liti­cal speech. Narrower b­ ecause it is grounded in disciplinary discourse. Deeper ­because, unlike the speech of a government worker sanctionable on fear of disruption or disharmony, the exercise of academic freedom cannot be subject to any such constraint: to hold the utterance of new ideas and theories, when the fruit of competent inquiry, hostage to sacrosanct authority Free Speech and Academic Freedom  277

or the vicissitudes of public hostility would be fatal to the advancement of knowledge. The lesson is as old as Galileo. Even as the 1915 Declaration appealed to reason, it lacked purchase in administrative circles at the time; nor did it have or was it intended to have l­ egal effect. However, its ideas germinated, and the need for some common understanding became apparent. The result was a document jointly negotiated by the aaup and the Association of American Colleges, the 1940 Statement of Princi­ples on Academic Freedom and Tenure (aaup 2015a) which is now endorsed by well over two hundred learned socie­ties and disciplinary organ­izations, and referenced or echoed in hundreds of institutional regulations and faculty handbooks. In this way, the 1940 Statement has been given institutional and at times ­legal effect. Three aspects of the 1940 Statement bear emphasis. First, it does not undertake separately to explicate the theory of academic freedom; it rests on the con­temporary understanding. Second, it is a compact made by the profession’s representative with a representative of the administrations principally of liberal arts colleges, and reflects the concerns of that bargaining partner. Third, its administration was tacitly conceded to be the function of the aaup, undertaken by its Committee A on Academic Freedom and Tenure, which would place a gloss of meaning on academic freedom. The 1940 Statement provides that t­ hose governed by it should be assured freedom of teaching, research, and publication, but it expands on two other categories. It says that college and university teachers are “officers of an educational institution” as well as citizens, and their freedom to speak in ­those capacities is separately assured. The former aspect came to be called “intramural utterance,” speech about institutional policies and actions uttered as a member of the faculty at large or in ser­vice to some university body. The latter came to be called “extramural utterance”; not that it need be expressed outside the institution’s walls, but rather that it addressed issues in the larger community. A word on each. As members of a faculty, professors are engaged by institutional practice and policies in a variety of ser­vice functions, developing, proposing, critiquing, and administering institutional policies—­within their academic units, in school and campus committees, and in elected faculty senates and councils. The 1940 Statement extends academic freedom to a faculty member’s speech in ­these capacities; indeed, to speech simply as a faculty member critical of institutional policy or administrative action. The need for and logic of this extension should be obvious; but, as it is advanced u ­ nder the head of academic freedom, it differs from ­free speech u ­ nder the First Amendment. If speakers seek to ground protection for intramural speech in the First Amendment, they would immediately confront a double bind. If they speak 278  matthew w. finkin

as critics outside the structure of faculty governance, they run the risk of their speech being found ­either to address a topic too parochial to be of interest to the larger community, or too pregnant with disruption or disharmony and so, by e­ ither route, to be constitutionally unprotected. If they speak as members of an institutional body, a committee or faculty senate, they would run the risk of that speech being found to have been uttered in an “official capacity” and so to be unprotected on that ground, u­ nless the Court’s cautioning dictum in response to Justice Souter is given judicial weight and a court sees the speech as sufficiently “related to scholarships or teaching” to warrant protection. As an aaup report explained, the bind arises only when the First Amendment is looked to as the source of constraint. But academic freedom was not rooted in the First Amendment, and its assurance by institutional policy need not be driven by constitutional law. Express assurance of freedom to address institutional policies or action can be accomplished by institutional policy; and fast upon the aaup’s report, a number of major institutions took just that action. Extramural utterance applies to nondisciplinary discourse directed to the larger community, treating po­liti­cal, economic, social, or other issues (i.e., to “speech as a citizen”). Of all the aspects of academic freedom, this has been the most difficult. At the threshold, it is by no means obvious that nondisciplinary speech should be treated as a ­matter of academic freedom at all—­why academics, when speaking as citizens, should be treated differently from any other citizen. Perhaps ­because academics in public institutions in 1940 had no constitutional protection for their po­liti­cal speech at all, and ­because the drafting organ­izations thought it impor­tant that faculty be f­ree to address issues of public policy, they included speech “as a citizen” in the 1940 Statement. In ­doing so, however, they hedged it with constraints of their own. When college and university teachers speak or write as citizens, they should be f­ree from institutional censorship or discipline, but their special position in the community imposes special obligations. As scholars and educational officers, they should remember that the public may judge their profession and their institution by their utterances. Hence they should at all times be accurate, should exercise appropriate restraint, should show re­spect for the opinions of ­others, and should make e­ very effort to indicate that they are not speaking for the institution. (aaup 2015a, 14) For the most part, the last clause has fallen into disuse: few ­today believe that speakers who identify themselves by institutional affiliation are speaking on the institution’s behalf. But the rest of it, and the profession’s effort to extricate Free Speech and Academic Freedom  279

itself from a concession inconsistent with the theory of academic freedom, has had a tortuous history. The under­lying concern seems to be one of public relations: that the institution could suffer the wrath of donors and po­liti­cal leaders outraged by what a faculty member might say. The rec­ord then, as now, is replete with just such episodes; whence the prudential call for “appropriate restraint.” The question is ­whether the anticipatory capitulation to public outrage was ­either workable or wise. One obvious prob­lem is that it may be difficult to segregate disciplinary address—to which a professional standard of care, but only a professional standard of care, attaches—­from po­liti­cal address to which t­ hese “special obligations” attach. Is a professor of environmental studies, a professor of American-­Russian relations, a phi­los­o­pher of medical ethics who speaks publicly to the environmental, international relations, or medical funding policies of the federal government held to a disciplinary standard of care or to a standard of “appropriate restraint”? Apart from this conundrum, t­here are inevitably cases in which no ele­ment of disciplinary connectedness is involved. Nearly a half ­century ago, William Shockley, a Nobel Prize–­winning physicist at Stanford, declared the intellectual inferiority of blacks. His classes w ­ ere disrupted and his appearances on other campuses ­either canceled or boisterously protested. Was he subject to sanction ­because what he said wanted in “appropriate restraint”? In the event, his arguments ­were subject to exacting scrutiny and criticism. His professorship was unaffected. The “special obligations” clause pre­sents two other prob­lems. First, ­because it hinges on the vicissitudes of public reaction, it supplies no principled or ascertainable standard to guide the speaker beforehand. The second prob­lem lies in the institutional consequences of assuming the role of censor. “If a university or college censors what its professors may say,” Abbott Lawrence Lowell said in 1917, “if it restrains them from uttering something it does not approve, it thereby assumes responsibility for that which it permits them to say. This is logical and inevitable, but it is a responsibility which an institution of learning would be very unwise in assuming” (aaup 1918, 14). The aaup strug­gled with the status of this clause in the 1960s: was it regulatory, such that one could be discharged for lack of “appropriate restraint”? Or was it an avuncular admonition without institutional consequences? In 1964, Committee A attempted to put t­ hese questions to rest in a Statement on Extramural Utterances. “The controlling princi­ple,” it said, “is that a faculty member’s expression of opinion as a citizen cannot constitute grounds for dismissal ­unless it clearly demonstrates the faculty member’s unfitness for his or her position. Extramural utterances rarely bear upon the faculty member’s fitness for this position” (aaup 1965, 29). 280  matthew w. finkin

This seems to close the door to institutional sanction, mostly. What it leaves ajar is the unexplored zone of “unfitness.” For the most part institutions have steered clear of trying to draw it. When Ward Churchill (2001), a professor of American Indian Studies at the University of Colorado, called the victims of the terrorist attack on the World Trade Center “­little Eichmanns,” discipline was not imposed for having said it—­though it instigated inquiry into professional derelictions that led to his dismissal. But in 2018, the Supreme Court of Wisconsin entered the fray in the wake of the suspension of a professor at Marquette University on the basis of the findings and recommendation of a faculty hearing committee. He had publicly criticized a young instructor’s classroom be­hav­ior, calling it an egregious case of “po­liti­cal correctness.” The university grounded its decision in the 1940 Statement’s recognition of special obligations. The court, stressing the aaup’s “rarely bear” admonition found that the professor’s utterance did not render him “unfit.” Insofar as the court disregarded a collegial judgment of the responsibility that the faculty member owed a person who, though given teaching duties, was in gradu­ate study and to whom the ethical obligations professors owe to students obtained, the decision is more than questionable. Even so, the court’s refusal to extend the “special obligations” clause to what it understood, incorrectly, as public po­liti­cal utterance is notable. As this controversy and ­others have shown, academic freedom can be threatened from within. Two issues feature prominently in illuminating the extent to which academic freedom is understood and respected on campus: (1) the imposition of restrictions on what can be uttered in the name of fostering an “inclusive” or “welcoming” or “respectful” educational environment; and (2) efforts to have the university accede to the demands of the bds movement, to boycott, divest, and sanction the state of Israel and ­those connected to it. A word on each.

Welcomeness

The aaup’s 1966 Statement on Professional Ethics (2015b) provides that “as teachers, professors encourage the ­free pursuit of learning in their students. They hold before them the best scholarly and ethical standards of their discipline. . . . ​ They avoid any exploitation, harassment, or discriminatory treatment of students.” Plainly, a teacher would be acting unethically in holding a student up to scorn, to demean or belittle. But that is not what speech codes are about. They reach speech in the classroom that is in exercise of academic freedom but to which some students take offense, as well as to public utterance having the same effect, vide William Shockley (Wicker 1973). Apart from the incapacity of the standard to provide any ascertainable guide to what may be said—­“hostile,” Free Speech and Academic Freedom  281

“uncivil,” “unwelcome,” “offensive”—­the conflict with academic freedom is palpable. A dispassionate unpacking of ideas—­political, economic, religious, social, scientific—­that challenge a student’s most cherished beliefs, that might go to the core of their very sense of self, is protected by academic freedom however much offense a student might take by it. ­These policies hold faculty speech hostage to just such adventitious subjective reactions. The effect is to cast a pall over the classroom and over the campus, to stultify learning. Administrations that have embraced speech restrictions in the name of civility are fully aware of the conflict. The administration of Marquette University candidly argued to the Wisconsin Supreme Court, echoing a line of reasoning taken by ­others, that “academic freedom is just one value that must be balanced against ‘other values core to their mission’ ” (McAdams 2018, 732). The court rejected the argument. So has the aaup. Its 1994 Statement on Freedom of Expression and Campus Speech Codes closes on this note: “­Free speech is not simply an aspect of the educational enterprise to be weighed against other desirable ends. It is the very precondition of the academic enterprise itself” (aaup 2015c, 362). Thus far, the courts have saved the acad­emy from its folly: all reported decisions have held such speech codes to be unconstitutional.

BDS

The focus is not on the bds movement’s larger ends, it is on the tactic it deploys. That involves what in ­labor law parlance is called a “secondary boycott”: it seeks to impose a cost on parties with whom it has no direct conflict—­Israeli universities, businesses that invest or do business with or in Israel—to get t­ hose secondary parties to pressure their primary target, the state of Israel. It would do so by having US universities “boycott” Israeli ones and divest their endowments and pension funds of securities in companies that do business in Israel. In terms of academic freedom, however, the two—­boycott and divestment—­ are quite dif­fer­ent. Let us take the boycott first. The bds movement explains that its “boycott” of Israeli universities refers to “Israeli academic institutions only and not to individual scholars.” The distinction is nonsensical: when one collaborates with an Israeli or French or Japa­ nese colleague or group on some shared research or other common academic endeavor, one is necessarily engaged with one’s collaborators’ institutions. It is quite impossible to boycott—­which means a total refusal to deal, a disengagement—an Israeli university without boycotting the Israeli scholars it ­houses. The aaup has condemned the academic boycott as a violation of academic freedom, as it “strikes directly at the ­free exchange of ideas” (aaup 2006b, 41). 282  matthew w. finkin

Divestiture is more in­ter­est­ing. In reaction to the movement, several states have applied the secondary boycott to an opposite effect, divesting themselves or their pension funds of the securities of companies that honor the boycott of Israel. ­There is more to this than the obvious irony, that once the secondary boycott is taken to be a legitimate weapon, it simply becomes a ­matter of whose ox is to be gored. What is involved is how divesture relates to intellectual freedom. Criticism of ­these anti-­boycott divestiture laws rests on the claim that divestiture necessarily affects the climate of intellectual freedom on the campus: by signaling support of Israel, the institution delegitimizes and so suppresses criticism of it. Regental pronouncement on a current controversy might well have such an effect. ­Were the governing board of a university to declare it to be university policy that a war be supported, and supported unflinchingly, dissenting faculty might well be more than reticent to speak their minds, as was much the case in the First World War. But ­there is no evidence that the divestiture of securities has had any such effect. Since 2015, for example, Illinois law has prohibited the state’s university retirement systems from having holdings in Iran-­ restricted companies, Sudan-­restricted companies, and companies that boycott Israel. Yet, bds activity at public institutions in that state has not abated. With re­spect to the climate of the campus, it could well be the case that the most significant threat to academic freedom comes from internal structural change—­the erosion of tenure. The dismissal of a tenured professor b­ ecause of what they have said requires a hearing and proof of professional unfitness. Faculty lacking that protection might well be reticent to speak or even to come to the aid of a colleague, to speak out in their defense. The economist Fritz Machlup (1964, 122) found that in 1955, somewhere between 53 ­percent and 65 ­percent of university faculty had tenure. He termed this figure distressingly low. In 2015, about a third of the full-­time faculty in four-­year public institutions and a quarter in private ones had tenure, even as t­ here has been a rise in the use of part-­time, non-­tenure-­eligible faculty. Without a significant cohort of tenured faculty willing and ­free to exercise their academic freedom and to come to the aid of it when threatened, the health of academic freedom ­going forward remains to be seen.

works cited American Association of University Professors. 1918. “Recent Academic Freedom Discussion.” Bulletin of the American Association of University Professors 4, no. 3 (February): 11–15. American Association of University Professors. 1965. “Committee A Statement on Extramural Utterances.” aaup Bulletin 51, no. 1: 1-95. https://­www​.­jstor​.­org​/­stable​/­40223224​ ?­seq​=­1#metadata​_­info​_­tab​_­contents. Free Speech and Academic Freedom  283

American Association of University Professors. 2006a. “1915 Declaration of Princi­ples on Academic Freedom and Academic Tenure.” In aaup Policy Documents and Reports, 10th edition, 291–301. Washington, DC: aaup. American Association of University Professors. 2006b. “On Academic Boycotts.” Academe: Bulletin of the aaup 92 (September–­October): 39–43. American Association of University Professors. 2015a. “1940 Statement of Princi­ples on Academic Freedom and Tenure with 1970 Interpretive Comments.” In aaup Policy Documents and Reports, 11th ed., 13–19. Baltimore, MD: Johns Hopkins University Press. American Association of University Professors. 2015b. “1966 Statement on Professional Ethics.” In aaup Policy Documents and Reports, 11th ed., 145–46. Baltimore, MD: Johns Hopkins University Press. American Association of University Professors. 2015c. “1994 Statement on Freedom of Expression and Campus Speech Codes.” In aaup Policy Documents and Reports, 11th ed., 361–62. Baltimore, MD: Johns Hopkins University Press. Churchill, Ward. 2001. “Some ­People Push Back: On the Justice of Roosting Chickens.” Pockets of Re­sis­tance 11 (September). https://­cryptome​.­org​/­ward​-­churchill​.­htm. Connick v. Myers. 1983. 461 U.S. 138. Accessed April 2, 2020. https://­supreme​.j­ ustia​.­com​ /­cases​/f­ ederal​/­us​/­461​/­138​/­. DelFattore, Joan. 2010. Knowledge in the Making: Academic Freedom and ­Free Speech in Amer­i­ca’s Schools and Universities. New Haven, CT: Yale University Press. Doumani, Beshara, ed. 2006. Academic Freedom ­after September 11. Cambridge, MA: Zone Books. Finkin, Matthew, ed. 1996. The Case for Tenure. Ithaca, NY: ilr. Finkin, Matthew, and Robert Post. 2009. For the Common Good: Princi­ples of American Academic Freedom. New Haven, CT: Yale University Press. Garcetti et al. v. Ceballos. 2006. 547 U.S. 425. Accessed April 2, 2020. https://­www​ .­supremecourt​.g­ ov​/­opinions​/­05pdf​/­04​-­473​.­pdf. Machlup, Fritz. 1964. “In Defense of Academic Tenure.” aaup Bulletin 50, no. 2 (1964): 112–24. McAdams v. Marquette University. 2018. 914 N.W.2d 708. Accessed April 2, 2020. https://­ law​.j­ ustia​.­com​/­cases​/­wisconsin​/­supreme​-­court​/­2018​/­2017ap001240​.­html. McAuliffe v. Mayor of New Bedford. 1892. 155 Mass. 216; 29 N.E. 517. Accessed April 2, 2020. http://­masscases.com/cases/sjc/155/155mass216.html. O’Neil, Robert M. 1997. ­Free Speech in the College Community. Bloomington: Indiana University Press. Pickering v. Board of Education. 1968. 391 U.S. 563. Accessed April 2, 2020. https://­ supreme​.­justia​.­com​/­cases​/­federal​/­us​/­391​/5­ 63​/­. Post, Robert. 2012. Democracy, Expertise, and Academic Freedom: A First Amendment Jurisprudence for the Modern State. New Haven, CT: Yale University Press. Turk, James L., ed. 2014. Academic Freedom in Conflict: The Strug­gle over ­Free Speech Rights in the University. Toronto: Lorimer. Van Alstyne, William W., ed. 1993. Freedom and Tenure in the Acad­emy. Durham, NC: Duke University Press. Wicker, Tom. 1973. “The Shockley Case: In the Nation.” New York Times, November 16, 41. 284  matthew w. finkin

37. Contingency cary nelson

In 1969, 78 ­percent of US faculty nationally w ­ ere tenured or tenure-­eligible and treated as permanent hires. By 1975, this figure had slipped to 75 ­percent or less.1 That slow point-­by-­point decline has accelerated and continued ever since. As we approach 2020, it is barely 25 ­percent, with the majority of faculty being “temporary,” though many such temporary faculty teach in that category for their w ­ hole working lives. Moreover, except for minor passing upticks, the academic job market for full-­time jobs has been in a state of collapse since 1970. Since a terminal ma or PhD is no longer a ticket to a full-­time job and a traditional c­ areer, gradu­ate student employees are also part of the gig economy’s temporary employees. Contrary to the view that most precarious teachers prefer part-­time employment, a 2015 study published in the Journal of Higher Education, based on survey data from four thousand part-­time faculty, demonstrated that 73 ­percent want full-­time jobs but cannot find them.2 Other countries show high reliance on long-­term “temporary” faculty as well. Of t­ hose not eligible for tenure, some are categorized as part-­time or contingent, while ­others may teach on renewable contracts at vari­ous fractions of a full-­time appointment. The terms “contingent” and “precarious” are largely interchangeable, though in a given country one term may predominate. The two terms also have somewhat dif­fer­ent connotations. “Contingent” emphasizes the contractual character of a temporary appointment; it is contingent on contract renewal and on campus instructional needs, sometimes on how many students are enrolled in a given course. “Precarious” emphasizes how faculty members

with no job security experience such an appointment and lifestyle. Mexico uses “precarious” as the operative category, whereas Canada prefers “sessional,” referring to the fact that ­those faculty teach session by session, or semester by semester.3 Although compensation rates vary, most such faculty are compensated on a per-­course basis, not by way of a full-­time salary with benefits. Some contingent appointments represent hidden full-­time appointments; in such cases, a person may teach the same number of courses as a full-­time faculty member but still be defined as a part-­timer. Indeed, at colleges and universities that have two-­or three-­course limits for faculty members, contingent faculty may also teach a higher load. My own campus, the University of Illinois at Urbana-­Champaign, limits tenure or tenure-­eligible faculty in the humanities to two courses per semester, whereas contingent faculty typically teach three. Some science faculty at research universities teach but two or three courses over an entire year, in which case the difference between tenured and precarious teaching loads is greater still, though science faculty also often supervise a lab funded by grant applications they have to submit. ­People who cannot live on the resulting income may supplement their university income by taking on additional courses at community colleges, which often have no tenure system at all. In larger metropolitan areas, where ­there are a large number of colleges and universities available—­Atlanta, Boston, Chicago, Houston, Los Angeles, and New York are obvious examples—­contingent faculty members may travel some distances to assem­ble a semester teaching load of eight to ten courses per semester at multiple campuses and institutions, in an effort to cobble together what generally still remains less than a middle-­class income. That has led to contingent faculty being informally referred to as “freeway flyers.” Faculty teaching at multiple campuses obviously do not have one office they can call their own; indeed, they may literally have no private office or any office at all on a given campus. Their teaching materials may reside in the trunk of their car. Office hours, if they can be called that, may be held in a campus cafeteria, library, or student u ­ nion. Arranging face-­to-­face, one-­on-­one meetings with precarious faculty on hectic schedules can be difficult for students. Contacting a truly temporary faculty member for a letter of recommendation can be impossible. To highlight the consequences for students, p­ eople began using the motto “Faculty working conditions are student learning conditions.” The prob­lem is experienced most directly in local terms, how it affects a given campus and its employees, but the national statistic clearly points to an industry-­wide phenomenon—­indeed, a deep-­seated, industry-­wide crisis. The crisis plays out not just in terms of how faculty are compensated, but also in terms of how higher education is funded, what percentage of its resources are 286  cary nelson

spent directly on instruction, faculty status and role in decision-­making, and on the social status of college teaching. Higher education is now conducted on a foundation of cheap instructional l­abor; reversing that national and international trend is likely to prove impossible. Even collective bargaining has not had any impact on the reliance on precarious l­abor. For many years, the prob­ lem was blamed on the overproduction of PhDs, making it easy to hire ­those devoted to a teaching ­career who ­were willing to accept substandard salaries if they had no other option. But t­ here has never been a dearth of classes to teach; the prob­lem has been the underproduction of good jobs. Even ­under the best current working conditions for contingent faculty, conditions few enjoy—­for example, a three-­course load per fifteen-­week semester at seven thousand dollars per course—­actually supporting a f­ amily on a contingent salary is virtually impossible. Indeed, that higher end of the compensation range is unlikely in nonunionized campuses or areas without a large pool of underemployed PhDs. Per-­course compensation of three thousand dollars or less is far more common. The consequent ­family income puts many precarious faculty below the poverty line, with many eligible for food supplements and other social benefits that are themselves precarious.4 In Mexico, the availability of government food supplements is considered part of the total compensation package. In real­ity, the most livable contingent faculty working conditions obtain when a f­amily member or partner has a full-­time job with a substantially better income.

Strategies for Addressing Contingency

Precarity, or contingency—in national terms the mass employment of faculty in underpaid teaching jobs without job security—is increasingly a prob­lem without a solution. If ­there was a moment when faculty themselves might have rallied to resist that growing employment trend, that moment was the 1970s and 1980s, before the shift away from tenure-­eligible positions became decisive. It would be easy to say that faculty did not see it coming, but the programs that made the shift to contingency more rapidly saw no meaningful faculty re­sis­ tance. The prob­lem, it may be argued, was careerism, the domination of faculty thinking by narrow self-­interest. Organ­izing to resist the wave of contingent appointments, moreover, would have required collective action, a sense of solidarity, and a willingness to prioritize the health of the academic profession as a ­whole. Nothing in faculty training or psy­chol­ogy, let alone the higher education reward system, pointed in that direction. The moment passed, and we are now in the brave new world of disposable teachers. Contingency 287

The fatal delay in addressing the precarity prob­lem was, it must be said, prolonged by the failure of the major relevant faculty professional organ­izations to acknowledge the prob­lem, let alone make any effort to solve it. The two faculty groups with the core responsibility to confront contingency ­were the Modern Language Association (mla) and the American Association of University Professors (aaup). The mla represents En­glish and foreign language professors, and thus has considerable power to address how composition, introductory lit­er­ a­ture, and foreign-­language courses are taught. T ­ hose are the subject areas with the largest concentration of precarious faculty. The aaup has had the unique responsibility to define appropriate faculty working conditions and responsibilities since the organ­ization was founded in 1915. Both groups remained in denial for over a generation, first pretending that the prob­lem did not exist, and then denying its seriousness. U ­ ntil the new millennium, the aaup held to the increasingly irrelevant princi­ple that all faculty teaching more than six years ­were eligible for tenure. Unfortunately, improving the conditions of precarity now requires somewhat the same collective commitments that the profession failed to manifest de­cades ago. What cannot in any realistic assessment be achieved is a return to tenure, job security, and stable ­careers for the majority of faculty. That does not mean that issue-­specific faculty consensus and solidarity are not pos­si­ble; but it does mean that broad-­based collaboration ­behind—­and advocacy for—­the ­whole range of interrelated princi­ples and working conditions that affect precarity may be out of reach. On the other hand, all faculty would likely support the notion that anyone teaching half time or more should receive paid health care coverage, something most u ­ nion contracts provide. Even in the absence of overall reform, such improvements in working conditions are a huge benefit. Efforts to address contingency have in many cases made the prob­lem worse for the faculty members most affected: 1. Following aaup guidelines, some campuses de­cided that contingent faculty should be ­limited to six years of employment, since they would have to be given tenure in their seventh year. ­Those campuses would then typically refuse to renew precarious faculty for a seventh year, instead simply hiring a dif­fer­ent contingent teacher. N ­ eedless to say, the faculty members who had their employment terminated did not experience this ­either as a benefit or a principled decision. 2. Many campuses restricted the number of courses a contingent faculty member was permitted to teach so as to differentiate between tenured and part-­time faculty, and thereby escape the accusation they w ­ ere violating 288  cary nelson

aaup guidelines and exploiting faculty who w ­ ere ­really full time. The major effect of such policies was to increase the freeway flyer phenomenon, as faculty strug­gled to assem­ble a ­viable income. Some campuses have introduced compensation for contingent faculty whose courses are canceled ­because of low enrollment, given that, unlike tenured faculty, they are usually not assigned a dif­fer­ent course and instead are out of a job. But the sums paid may seem more symbolic than substantive. Georgetown University paid $300 for a canceled course as of the late 2010s, whereas Notre Dame de Namur University near San Francisco paid $250.5 One partial solution has given some relief to contingent faculty and reduced the precarity of their employment: multiyear renewable contracts, generally with two-­or three-­year terms, but sometimes with five-­year terms. This approach has made a real difference, though it obviously still provides for set renewal dates that establish points of job uncertainty and precariousness. That uncertainty can lead faculty to avoid controversial speech or classroom assignments throughout their contract period. Equally problematic is the suggestion that research universities establish a two-­tier tenured faculty, one devoted entirely to teaching and one in which research is expected.6 While that could have the clear benefit of enlarging the tenure-­eligible faculty pool, it is difficult to imagine that the non-­research faculty would have the same status, prestige, influence, or salary. On many campuses, moreover, ­there is at least one further impediment to any effort to repair contingent faculty working conditions: the active distrust and hostility that often obtains between tenured and precarious faculty. It has long been obvious that, as a two-­track employment system hardened in place, a divided faculty culture with competing interests would evolve as well. The starkest evidence of that divided culture is revealed when contingent faculty resist the ­limited conversion of contingent to tenured faculty lines, recognizing that reduction of their numbers ­will come with a reduction in contingent faculty power and influence, as well as fewer courses for contingent faculty to teach. The practices that can be instituted to reduce this divided faculty culture of antagonism include: (1) ensuring that contingent faculty not only have the right to participate in all governance pro­cesses, from department meetings to the faculty senate, but are also compensated for d­ oing so; (2) providing contingent faculty with office space where they can meet students and store teaching materials (other­wise, contingent faculty tend to become invisible, a status that not only alienates them but also makes them easier to exploit); and (3) achieving genuine per-­course compensation parity for contingent and tenured faculty. Contingency 289

The second of ­these steps has proven relatively easy to institute, while the first and the third have so far proven impossible for most campuses. The context in which diverging interests can become most obvious is in collective bargaining, which, paradoxically, is also about the only way to improve precarious working conditions. Contract negotiations involve tension and conflict over priorities for both reform and resources. And the administration’s representatives are always concerned with the financial cost for any benefit won, and thus may resist improvements for ­either faculty group. The administration’s representatives may not be able to resist pitting contingent and tenure-­ eligible faculty against one another. Perhaps worse still, t­ here can be a trade-­off between financial benefits and academic freedom guarantees. To manage and avoid or at least reduce ­these effects, contingent and tenured faculty on the same campus must ­either try to be in one bargaining unit, or collaborate to coordinate bargaining demands. But some faculty from both camps ­will resist being in one bargaining unit—­either from fear and distrust, or from elitism and mutual contempt. The University of Oregon won a single u ­ nion for all, which resulted in a high degree of coordination and solidarity for both groups. The trustees at the University of Illinois at Chicago refused to bargain with a combined unit, so full-­time and part-­time faculty had to accept the more difficult option of bargaining separately and coordinating priorities outside negotiating sessions.7 Yet trust between the two groups can be established through dialogue and a rec­ord of mutually agreeable organ­izing and bargaining plans. A commitment from tenured faculty to make contingent faculty compensation the highest priority in a first negotiation can go a long way t­oward building that trust. Salary parity, however, ­will never be achieved if the two groups receive the same percentage raises. T ­ here needs to be frank recognition that assigning tenured and contingent faculty the same annual percentage raises ­will actually increase salary disparities in absolute dollars over time. Multiyear contracts are not a perfect substitute for tenure, but they are far better than the brutal alternative of semester-by-semester or annual contracts. Renewals, however, should take place by the end of the current teaching semester, not in late summer, as is too often the case. Contingent faculty members also need strong, clear grievance procedures, preferably with a ­union formally representing the grievant. Effective grievance procedures do, however, require faculty solidarity, along with formal protection against reprisals for filing grievances. Grievance procedures outside ­union contracts are often in­effec­tive. Some collective-­bargaining agreements have given contingent faculty substantial raises over the life of the contract. ­These include Washington Univer290  cary nelson

sity in St. Louis (26 ­percent), Boston University (29 to 68 ­percent), and Point Park University in Pennsylvania (23 ­percent).8 As I write, however, the potential for collective bargaining in higher education f­aces existential challenges on two fronts. ­These challenges not only put new recognition drives in danger, but also threaten the viability of existing locals. The Trump-­era National L ­ abor Relations Board (nlrb) that oversees private-­sector ­unions is set to curtail bargaining rights on several fronts. Given the opportunity to revisit gradu­ate student employee bargaining rights, it is sure to reverse the Obama-­era nlrb and withdraw them. Meanwhile, although it is absurd to declare part-­time faculty “managerial” employees ­under the terms of the US Supreme Court’s 1980 ruling in nlrb v. Yeshiva University and deny them bargaining rights as a consequence, some private institutions have been willing to make that argument nonetheless. Long-­term efforts to get the court to reverse itself are clearly dead. Equally serious is the US Supreme Court’s June 2018 ruling in Janus v. afscme Council 31, which withdrew the right of public-­sector ­unions to charge an agency fee to all employees who benefit from ­union-negotiated contracts. That decision ­will be seriously damaging to all public-­sector ­unions, but it ­will hit contingent faculty bargaining particularly severely, as even modest ­union dues can be a burden for low-­wage employees. ­These developments are even more painful when one understands the pro­ gress made both in contingent faculty benefits and in contingent faculty / tenured faculty relationships by ­unions that represent both groups and have focused on them over the last generation. The statewide California Faculty Association (cfa) representing the state university system is a prime example. Recognizing that ­there was serious hostility between the two constituencies, the cfa made confronting them a priority. They established special planning mechanisms so that contingent faculty could collectively set their own priorities, and then emphasized improving their salaries and benefits in salary negotiations. At the same time, they worked successfully to build union-­wide solidarity.9 The cfa was also among the ­unions that recognized that, over the last generation and more, the qualifications of most entry-­level contingent and tenure-­eligible faculty have become essentially the same. They have the same advanced degrees, the same teaching experience, and often the same research accomplishments. Of course, over time the rec­ord of accomplishments may diverge, but denying contingent faculty recognition and rewards for serious achievements—­and defining job responsibilities to preclude them—is not only inhumane, but also a betrayal of the collegial values that should define higher education. Contingency 291

Precarity and Academic Freedom

The dramatic rise in the percentage of precarious faculty in the acad­emy has broken the fundamental bond between job security and academic freedom. Put simply, if you can be fired at w ­ ill or nonrenewed for controversial teaching assignments or public statements, you do not r­eally have academic freedom. The practical consequences of dissolving the link between academic freedom and tenure thus include potential degradation of the quality of classroom instruction. When contingent faculty are vulnerable to dismissal or nonrenewal for assigning controversial readings in the humanities, or promoting unpop­u­lar consensus positions in the sciences, instruction w ­ ill suffer. The result is already apparent—­widespread faculty self-­censorship. It is pointless to expect courage to rule when faculty livelihoods and ­family security hang by the thread of at-­will employment. ­These two ele­ments of faculty status, tenure and academic freedom, are interdependent, and they are reinforced by a third: shared governance. Shared governance provides the princi­ples and the practical arrangements by which faculty members and administrators negotiate all ­those areas of campus life in which faculty have a vested interest, from hiring policies to professional standards to the curriculum. But contingent faculty paid on a per-­course basis often view shared governance as unpaid l­ abor. ­People with high teaching loads, moreover, typically have no time for committee ser­vice or participation in the faculty senate. At campuses without tenure, meaningful shared governance often dis­appears, including faculty authority over the curriculum. That means disciplinary expertise can be largely cut out of curriculum planning. Protections for academic freedom dis­appear at the same time. The expectation that faculty ­will have a major influence over both the curriculum and hiring decisions combines academic freedom and shared-­governance princi­ples. Academic freedom for faculty who have no voice in governance is an illusion. Unfortunately, the broad consensual support that prioritized academic freedom, which once prevailed in the acad­emy, may be declining. Indeed, at least in the humanities, academic freedom itself is no longer a sacred value. Over the last few years, some humanities students and faculty find academic freedom worse than an incon­ve­nience. It gets in the way of an effort to suppress campus speech that they find morally or po­liti­cally abhorrent. They hold values they believe superior to academic freedom, and argue that campus communities need to be protected from speech they consider dangerous. Beginning about 2010, we saw increased incidents of or­ga­nized student/faculty efforts to shut down invited far-­right or conservative speakers whose views they reject. One may pose a critical question in response: would the same constituency rally b­ ehind 292  cary nelson

an effort to protect the job of an out­spoken contingent faculty member holding views they found objectionable? The prevailing assumption for many de­cades was that the pressure to punish unpop­u­lar po­liti­cal speech came exclusively from outside the acad­emy, the restrictions on speech during World War I and the McCarthy period being key examples. The internal arguments that academic freedom must give way before preferred po­liti­cal convictions suggest that the acad­emy itself can put academic freedom at risk. No group ­will prove more vulnerable to such pressures than our most precarious colleagues.

Conclusion

Administrators addicted to the cheap instruction that contingent employment makes pos­si­ble often fail to see that the quality of their institutions ­will suffer, not ­because contingent faculty are less dedicated or less qualified, but—as pointed out above—­because faculty working conditions are student learning conditions. Student retention and achievement are both curtailed by overreliance on precarious l­abor. What administrators do realize, however, is not only that exploiting precarious l­ abor makes it easier to fund other priorities, but also that increased reliance on precarity alters the power differential on campus: faculty are weaker and administrators are stronger. On campuses where all faculty are contingent, including some community colleges, shared governance can be essentially non­ex­is­tent. That may seem tempting to administrators in the short run, but the loss of the checks and balances developed over a ­century ­will not serve the acad­emy’s interest in the long run. Overall, it is far better for colleges and universities to have one faculty, not two faculties fundamentally divided by status and compensation. But with multiple external po­liti­cal and ideological forces—­and internal economic ones—­ working against that goal, navigating a progressive road forward has become increasingly daunting. The compensation and governing gaps between administrators, tenured faculty, and precarious faculty, moreover, in many ways mirror employment inequities in the US workforce writ large. In that regard, universities reflect the hourglass economy that disenfranchises and impoverishes workers in many industries. To be optimistic ­under ­these conditions is unwarranted. At the local level, faculty ­will need to build working relationships throughout their communities so that ­these trends can be collaboratively resisted. Nationally, change across ­these fronts ­will require activism on a scale not seen for de­cades. That is not impossible; indeed, a first step is being realistic about what it w ­ ill require to repair the damage that contingency has done to higher education. Contingency 293

notes 1. Exactly when the ratio of tenure-­eligible to part-­time faculty was reversed or flipped depends on what starting point you choose. The statistics address the number of faculty in each category, since a nationwide count of the number of courses taught in each category does not exist. On many campuses, that data is maintained only by individual departments, not centrally, if it is maintained at all. 2. See M. Kevin Eagan Jr., Audrey J. Jaeger, and Ashley Grantham, “Supporting the Academic Majority: Policies and Practices Related to Part-­Time Faculty’s Job Satisfaction,” Journal of Higher Education 86 (May–­June 2015): 448–83. 3. See Cary Nelson, “The Prob­lem of Contingent ­Labor,” in The Business of Higher Education, edited by David Siegel and John Knapp (New York: Praeger, 2009), 175–98; and “Legacies of Misrule: Our Contingent ­Future” in Cary Nelson, No University Is an Island: Saving Academic Freedom (New York: New York University Press, 2010), 79–106. 4. For evidence that 25 ­percent of US part-­time faculty are eligible for public assistance like food stamps, see Ken Jacobs, Ian Perry, and Jenifer MacGillvary, “The High Public Cost of Low Wages: Low Wages Cost U.S. Taxpayers $152.8 Billion Each Year in Public Support for Working Families,” uc Berkeley ­Labor Center, April 13, 2015, http://­ laborcenter.berkeley.edu/the-­high-­public-­cost-­of-­low-­wages/. 5. ­These figures are cited from Kim Tolley and Kristen Edwards, “Reflections on the Possibilities and Limitations of Collective Bargaining,” in Professors in the Gig Economy: Unionizing Adjunct Faculty in Amer­i­ca, edited by Kim Tolley (Baltimore, MD: Johns Hopkins University Press, 2018), 186–202. 6. Michael Bérubé and Jennifer Ruth champion that solution in The Humanities, Higher Education, and Academic Freedom: Three Necessary Arguments (New York: Palgrave Macmillan, 2015). 7. In conjunction with my aaup presidency, I participated in the Illinois and Oregon campaigns and followed developments closely. 8. ­These figures are cited from Kim Tolley and Kristen Edwards, “Reflections on the Possibilities and Limitations of Collective Bargaining,” in Professors in the Gig Economy, edited by Tolley, 186–202. 9. As part of my ­union organ­izing work and research, I made several visits to California Faculty Association meetings and interviewed members and leaders extensively. For a case study of one local, see Kim Geron and Gretchen M. Reevy, “California State University, East Bay: Alignment of Contingent and Tenure-­Track Faculty Interests and Goals,” in Professors in the Gig Economy, edited by Tolley, 172–86.

294  cary nelson

38. The Corporate University in the Age of Trump david schultz

American colleges and universities are mired in a crisis largely of their own making—­the prob­lem of how to bridge the gap between the promise of a quality affordable education and generating a business plan that provides the resources to deliver that goal. The prevailing solution over the last four de­cades has been to create a neoliberal or corporate university model, adopting a plan heavy on business metrics, light on a meaningful faculty voice, and questionable in terms of the educational quality it offers, except perhaps at the most elite institutions. This model has transplanted, or competes with, an older rival, one that many still ascribe to but which increasingly appears untenable or disfavored by higher-­education administrators and the Trump presidency.

The Corporate University Business Plan

Since the end of World War II, two business models have defined American higher education. The first was the Dewey model that dominated ­until the 1970s, and which still lingers on in our hopes. The second, a corporate model, flourished ­until the economic crash in 2008 and still limps on, but is perhaps facing unpre­ce­dented assaults on its existence during the 2020 coronavirus pandemic. The first post–­World War II business model began with the return of military veterans ­after 1945, and it lasted through the matriculation of the baby boomers from college in the 1970s. This was a model that produced an ever-­expanding number of colleges for a growing population seeking to secure a college degree.

It coincided with the height of the Cold War, during which public funding for state schools was regarded as part of an impor­tant effort to achieve technological and po­liti­cal supremacy over communism. It witnessed the expansion of more middle-­and working-­class students entering college. This was the democ­ ratization of college, made pos­si­ble by the expansion of inexpensive public universities, generous grants and scholarships, and low-­interest loans. Higher education was seen not simply as a private good, wherein students bore the costs, but a public good worthy of taxpayer investment. Public institutions ­were key to this model. They ­were public in that they received most, if not all, of their money ­either from tax dollars to subsidize tuition and costs, or federal money in the form of research grants for faculty. Private schools, too, benefited from the grants that ­were available to their students. The business model then was ­simple: public tax dollars, federal aid, and an expanding population of often first-­generation students attending college at low tuition in state institutions and subsidized private schools. Let us call this the Dewey business model, named a­ fter John Dewey, whose theories on education emphasized the demo­cratic functions of education, seeking to inculcate citizenship values though schools. This is the model upon which shared governance, tenure, and the American Association of University Professors princi­ ples are based. The Dewey model, however, began to collapse in the mid-1970s. Inflationary pressures caused by Vietnam, the energy embargoes of the 1970s, and recessionary forces from relative declines in American economic productivity produced significant economic shocks—­including to the public sector, where many state and local governments edged ­toward bankruptcy. Efforts to relieve declining corporate profits and productivity led to efforts to restructure the economy, including cutting back on government ser­vices. The response ­under Ronald Reagan was an attempt to retrench the state through decreases in government expenditures for social welfare programs, cutbacks on business regulations, re­sis­tance to ­labor rights, and tax cuts. T ­ hese proposals are collectively referred to as neoliberalism, and they sought to restore profitability and autonomy to ­free markets with the belief that, unfettered by the government, they would restore productivity. Neoliberalism had a major impact on higher education. Beginning u ­ nder President Car­ter and increasing ­under Ronald Reagan, the federal and state governments cut taxes and public expenditures. The combination of the two meant a retrenchment to the Dewey business model, as support for public institutions decreased and federal money dried up. For example, in the 1970s, Governor Hugh Carey imposed dramatic cuts to the State University of New York system. ­There 296  david schultz

­ ere also financial pressures placed on the City University of New York and the w City College of New York at that time. Higher education needed a new business model, and found it in the corporate university. In this model, administrators increasingly use corporate structures and management styles to run colleges and universities. This includes abandoning the shared governance model of the American Association of University Professors, ­under which faculty had a real voice in the r­ unning of the school, including over curriculum; se­lection of department chairs, deans, and presidents; and determination of many of the other policies affecting the acad­ emy. The corporate university replaced the shared governance model with one more typical of a business corporation. For the corporate university, many decisions, including increasingly t­ hose affecting curriculum, are determined by a top-­down pyramid style of authority. University administration—­often composed not of typical academics, but ­those with business or corporate backgrounds—­preempted many of the decisions faculty used to make. U ­ nder a corporate model, the trustees, composed of more business leaders than before, select the president, often with minimal input from the faculty. The president, in turn, selects the deans, department heads, and other administrative personnel—­again with minimal or no faculty voice. The most extreme version of this corporate model was the rise of private, for-­profit colleges such as Walden, Capella, and even Trump University. The corporate university took control of the curriculum in several ways in order to generate revenue. The new business model found its most power­ful income stream in profession education. The number of t­hese programs rapidly expanded, with high-­priced tuition. They ­were sold to applicants with the claim that the price would be more than made up by gradu­ates’ ­future incomes. This model accelerated with the emergence of the internet and online classes, and was especially perfected with the for-­profit schools. In the case of online programs, a specialist designs the curriculum for courses and sells it to the school, and then the university hires adjunct faculty to deliver the canned class. The costs of offering a class are reduced, the potential size of the classes is maximized, and it is s­ imple to change the curriculum to reflect new market needs or preferences. Traditional schools, seeing this model flourish, began emulating it by expanding online programs and minimally investing in traditional full-­time faculty, opting instead to hire contingent and part-­time faculty. If liberal arts used to be defined as offering a breadth of classes premised on what schools thought students needed to know, now it is based on what is profitable to offer. The University in the Age of Trump  297

Third, the new corporate curriculum required a standardized curriculum, teaching methods, and per­for­mance metrics, both within and across schools. Bringing Fordism and scientific management princi­ples to higher education meant standardization of classes and easier pro­cesses of replacing one professor with another, or having one person develop the curriculum and o­ thers become inexpensive “content providers.” This standardization of teaching is exactly what accrediting agencies are d­ oing with the push to define and mea­sure learning outcomes. It enhances commodification of curriculum, and it also provides an easily quantifiable mea­sure of teaching to determine productivity—­ how many students are enrolled and the course’s profit margins. This commodified curriculum is also ­behind pressures to teach larger and more classes, merge programs, or drop majors that do not sustain university bottom lines. Link all this to pay-­for-­performance and elimination of tenure, and one has the perfect market model for schools that allow administrators and students to rank and judge programs and professors. This is what the U.S. News & World Report does. This corporate business model worked u ­ ntil 2008, when it died along with the economic policies that had nourished it since the late 1970s. The global economic collapse produced even more pressures on the government to reduce educational expenditures. A ­ fter an initial decline in recession enrollment, this model came back—­but with students required to assume even more debt to finance their education. Unlike previous post–­World War II recessions, the 2008–9 one dramatically wiped out $13 trillion of wealth, and consumer debt skyrocketed. Student loan debt ballooned and is now greater than personal consumer debt, exceeding $1.5 trillion. The average student loan debt for a gradu­ate of the class of 2008 was $23,400; for the class of 2016, that number had reached $37,100, according to Forbes.1 Students are tapping out—­they have no money to finance further education, and it is unclear if they can continue to borrow at the rates they did in the past. While the Obama administration tried to regulate some of the worst student lending pro­cesses and reign in the worst practices of the proprietary schools, the Trump administration is undoing t­ hese efforts. The result? Except for the elite, well-­financed Harvards of the world, most schools are forced to find new revenue streams. In some cases, it is real raises in tuition; in o­ thers, it is lower admission standards and expanded enrollment, thus the pressure for larger classes and higher teaching loads. Culturally, many say that perhaps college is not for all, but the real­ity is that higher education is trapped. Lacking more public resources, they ­will be forced to act even more corporate to stay afloat, by implementing even more business practices that replicate what they have been ­doing for the last four de­cades. It is a failed model 298  david schultz

that may soon lead to lot of colleges ­going bankrupt, especially after the 2020 coronavirus pandemic, but ­there is no alternative to it. The corporate business model has crashed. Even such mainstream publications as the Economist, in its August 4, 2012, issue, noted the collapse of this old model.2 It was a ­bubble that burst, much like the real estate ­bubble in 2008. But in actuality, it was a model waiting to burst. The corporate business model functioned as an education Ponzi scheme. Higher education paid for programs by raking in dollars from rapidly expanding professional programs, and selling degrees on the promise that the high tuition costs would be worth it to students. But all Ponzi schemes eventually collapse.

Faculty as Workers: The End of Shared Governance

The Supreme Court’s 1980 nlrb v. Yeshiva University decision declared that faculty at private universities ­were not employees ­under the National ­Labor Relations Act, and therefore w ­ ere ineligible to form a ­union.3 B ­ ecause faculty engaged in shared governance at a university—­participating in crucial decision-­making in the creation of curriculum, in defining academic standards, and even in having a say over finances—­they ­were more like man­ag­ers than they ­were employees. Yeshiva University gave power­ful impetus to the corporate university. In entertaining the fiction that faculty have a voice in a university, the decision empowered administrators to restructure schools in a top-­down corporate manner, without the worry that a u ­ nion or a threat of u ­ nionization would serve as a countervailing power. But as universities took advantage of Yeshiva University, they created a workplace where faculty had a diminished voice. No longer was ­there shared governance; instead, it was a corporate setting, with faculty occupying roles similar to workers in traditional corporations. The time was coming to revisit the fiction of Yeshiva University. This is precisely what the nlrb did in its December 2014 decision Pacific Lutheran University v. seiu.4 Pacific Lutheran University recognized that the nature of universities has changed significantly in the last forty years, with many schools taking on more characteristics of a traditional top-­down corporate model of governance. According to the decision, for faculty to be considered managerial, they must have a real and meaningful role over more than just academic affairs such as the creation and se­lection of curriculum. Instead, other ­factors considered are the roles faculty have in issues such as enrollment management, finances, and creation of new programs or schools. Quoting the nlrb decision: “In order for decisions in a par­tic­ul­ar policy area to be attributed to the faculty, the party asserting managerial status must The University in the Age of Trump  299

demonstrate that faculty actually exercise control or make effective recommendations.” The decision further states that “faculty recommendations are ‘effective’ if they routinely become operative without in­de­pen­dent review by the administration.”5 This is significant. It means that simply pointing to handbooks or official policies is not enough. A school must prove that faculty have a real say over a range of t­hese ­matters for them to be considered managerial and therefore ineligible to create a ­union. In supporting its decision, the nlrb noted the significant changes that had taken place in higher education since Yeshiva University was issued. Again, quoting Pacific Lutheran University: Time appears to have confirmed the wisdom of the Court’s decision to address only the case then before it. Over the 30-­plus years since Yeshiva was de­cided, the university model of delivering higher education has evolved considerably. . . . Indeed, our experience applying Yeshiva has generally shown that colleges and universities are increasingly run by administrators, which has the effect of concentrating and centering authority away from the faculty in a way that was contemplated in Yeshiva, but found not to exist at Yeshiva University itself.6 Among the ways in which universities have corporatized has been the increasing use of contingent and part-­time faculty. Such faculty, Pacific Lutheran University notes, hardly has the same shared governance voice presupposed in Yeshiva. Pacific Lutheran University charts two possibilities for the corporate university. Option one dictates that colleges and universities restructure, and give faculty a meaningful and effective voice along the lines and criteria delineated in the decision. Such a restructuring poses a major threat to the current corporate model. Option two accepts the realities of the new corporate model, allowing for faculty at private schools to ­unionize. Unionization, too, challenges the current top-­ down model, forcing administrators and trustees to acknowledge publicly what their institutions have become, while opening them up for the potential to have collective bargaining change the way decisions are made on campus. Neither of ­these choices sit well with the current corporate model. Pacific Lutheran held out the promise of faculty being able to ­unionize, but it is unclear if the decision survives a Trump nlrb. Additionally, the 2018 Supreme Court decision in Janus v. afscme, declaring that public-­sector ­unions cannot collect mandatory dues, potentially undercuts the possibility that faculty, at least at public schools, can take advantage of them.7 300  david schultz

Conclusion

The corporate university has created the conditions for its own demise. Its top-­ down restructuring and relentless pursuit of Ponzi-­like revenue schemes that include pricey and expansive enrollments have come to a bust. The 2008 recession demonstrated the limits of the financial business model, and the Pacific Lutheran University decision revealed the prob­lems with its governance fiction. What awaits the corporate university is not clear in terms of what, if anything, ­will replace it, or how it ­will respond to ­these shocks to its business model. Trump administration policies aim to deregulate the corporate university as an effort to save it; yet what is certain is that the current model has reached its limits, and something new must emerge for higher education to remain ­viable in the ­future.

notes 1. Zack Friedman, “Student Loan Debt Statistics in 2019: A $1.5 Trillion Crisis.” Forbes, February 25, 2019, https://­www​.­forbes​.­com​/­sites​/­zackfriedman​/­2019​/­02​/­25​/­student​-­loan​ -­debt​-­statistics​-­2019​/­#7381ba2d133f. 2. “The College-­Cost Calamity,” The Economist, August 4, 2012, https://­www​ .­economist​.­com​/­business​/­2012​/­08​/­04​/­the​-­college​-­cost​-­calamity. 3. nlrb v. Yeshiva University, 444 U.S. 672 (1980). 4. Pacific Lutheran University v. seiu, 361 N.L.R.B. 1404 (2014). 5. Pacific Lutheran University v. seiu, 1422. 6. Pacific Lutheran University v. seiu, 1422 7. Janus v. afscme, 585 U.S. ___ (138 S. Ct. 2448; 201 L. Ed. 2d 924 [2018]).

The University in the Age of Trump  301

39. Making Campus Safer: Academics Fighting Sexual Vio­lence and Sexual Harassment elizabeth quay hutchison

A student sits in your office, asking for an extension on the final paper, saying that they have not been coming to class ­because of “personal issues.” A ­ fter skirting the issue, maybe seeing something like doubt cross your face, they blurt out the rape. They may cry, they may not. You see their pain—­maybe as a survivor yourself, you begin to feel it—­and you strug­gle: what are you supposed to do? Maybe you immediately offer the extension, something you normally do when ­there’s a death in the ­family or a medical crisis. But in this situation, faced with the trauma and confusion so evident in the student’s speech, body language, or tears, you might ask yourself ­whether ­there’s more you can do for them. And then they tell you: it was another student, at a party. Or it was your se­nior colleague, someone who has harassed you as well. What now? Given the frequency with which college students experience sexual assault, ­these kinds of faculty-­student encounters happen a lot, and with increasing frequency in the wake of greater public discussion about sexual assault over the ­ andle such disclosures last ten years.1 Some of us in the acad­emy certainly h more than ­others, just ­because of the subjects we teach or the politics we embody. And perhaps we have ourselves been harassed or assaulted—­within the university or beyond—or we have witnessed the sexual harassment of ­others, ­whether faculty, gradu­ate students, or staff.2 Sometimes we know a colleague accused of sexual misconduct, or we have faced a complaint ourselves.3 But following the Obama-­era reforms to federal oversight of Title IX, academics have also been inundated with messages about Title IX compliance, ­either through train-

ings at our home institutions or through news accounts about the latest campus rape or faculty harassment scandals. If disclosures like the one described above become formal complaints to university authorities, they also often result in what trauma researchers Smith and Freyd have termed “institutional betrayal”—­the failure of colleges and universities to respond effectively to the needs of survivors, thereby increasing significantly the risk of causing them even greater trauma.4 As in the many aspects of academic life addressed in this volume, faculty often find themselves unprepared to respond to sexual misconduct, ­whether they hear about it, witness it, or experience it themselves. Yes, we may have learned the university’s rules for reporting sexual misconduct, joined a faculty task force, or studied the yearly campus climate reports. But how do we respond to sexual misconduct, not only when we hear about it from students, but also when we find ourselves the target of sexual vio­lence and sexual harassment (svsh), retaliation, or a complaint? What is our responsibility—as professionals, as university employees, and as h ­ uman beings—to ­those affected by sexual mis5 conduct in the acad­emy? If you work at a college or university in the United States, your administration’s response to increased federal oversight has very likely included revising its svsh policies, defining what constitutes sexual misconduct, how investigations should proceed, and what sanctions may apply. Many institutions also require all employees to report any disclosure of svsh to a designated university official, immediately and without the consent of the person who experienced the sexual misconduct.6 Although such policies have spurred a significant expansion of student ser­vices and support, they have largely neglected faculty and staff employees, considered only in their roles as potential perpetrators and reporters, but not as victims, bystanders, or advocates.7 While some faculty prefer this exclusion, it has nevertheless left many of us without the knowledge and the tools we need—as teachers, research supervisors, and administrators who maintain the modern university—to respond appropriately and effectively to sexual misconduct on campus. This chapter confronts the invisibility of faculty in the most common responses to campus sexual vio­lence, drawing on current research on prevalence, discussing the negative effects of federally mandated intervention, and suggesting how academics can help to reduce svsh in the university. Understood within the framework of “institutional betrayal”—­a term that describes the risk posed to victims by the inadequate response to their complaints within military, religious, and educational institutions—­sexual vio­lence and harassment can only be effectively addressed if faculty, staff, and students take an active role in Title IX compliance. Compliance mechanisms derived from l­ egal definitions Making Campus Safer  303

of workplace harassment, which typically do not address the power inequities that inhere in higher education, have been inadequate to the challenges of making our campuses safe. Further, compliance-­based approaches increase the likelihood of academics’ unwitting participation in institutional betrayal and inhibit our ability—as teachers and colleagues—to advance institutional courage.8 ­Every disclosure about sexual misconduct we hear, ­every incident of verbal harassment we witness, provides academics with an opportunity to demonstrate awareness, knowledge, and sensitivity to the person victimized by ­ nless higher education’s most permanent workforce—­the emit.9 Moreover, u battled tenure-­stream faculty—­become change agents in the quest to provide educational access and workplace safety for all members of the university community, svsh ­will remain an intractable prob­lem on our campuses. Whereas the previous edition of The Academic’s Handbook addressed how faculty might better “anticipate and avoid misperceptions of harassment,” the current version—­drafted on the one-­year anniversary of the #MeToo movement and finalized on the cusp of new laws that roll back Obama-­era Title IX guidelines—­asks instead how academics might move beyond compliance, not only by responding better to individual students and colleagues targeted by this vio­lence, but also by working to improve the university’s capacity to respond effectively and unequivocally to campus sexual vio­lence. Even as public attention has increased the visibility of sexual coercion and unwanted sexual attention in academia, growing awareness of the more widespread (and underreported) prevalence of gender harassment—­verbal and nonverbal be­hav­iors that convey hostility, objectification, exclusion, or second-­class status about members of one gender—­poses new challenges for academics, particularly in stem fields.10 As long-­term and privileged leaders in the university community, tenure-­ stream faculty are uniquely positioned to build alliances with staff and students to decrease the prevalence of svsh in higher education. The final section of this chapter suggests how academics, by learning about their institution’s policies, offering support to survivors, documenting complaints of sexual misconduct, and working to improve the university’s response, can make our campuses safer places to work, teach, and learn.

Title IX: From Sports Equality to Freedom from Assault

From “Take Back the Night” marches of the 1970s to the creation of w ­ omen’s studies programs, and through the longer strug­gle to diversify college admissions and hiring, feminist scholars and their allies have long strug­gled to advance the fundamental premise of Title IX legislation, signed into law in 1972: 304  elizabeth quay hutchison

“No person in the United States s­ hall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination ­under any education program or activity receiving Federal financial assistance.”11 The passage of Title IX corresponded to the expansion of ­women’s, feminist, gender, and sexuality studies in higher education, as well as increasing numbers of tenure-­track ­women faculty willing to formally complain about sexual misconduct, often at significant personal and professional cost. Recognizing that sexual vio­lence and harassment have constituted per­sis­tent barriers to the advancement of ­women in academic departments, scholarly research, and administrative hiring, w ­ omen (particularly ­those who also experience discrimination as sexual, gender, and racial minorities) have strug­gled both individually and collectively against discrimination and harassment in the university environment. Although Title IX compliance initially focused on securing female students’ equal access to athletics teams, the prob­lem of rape and harassment on college campuses meanwhile festered, spurring complaints, student disciplinary hearings, and civil and criminal litigation that was often resolved (or dismissed) quietly ­behind office doors.12 The result has been a per­sis­tent pattern of toleration for svsh on college campuses—by university attorneys, upper-­level administrators, coaches, deans, and faculty—­a pattern that both enabled perpetrators of sexual misconduct and consistently undermined their accusers. Not u ­ ntil the uproar generated by high-­profile campus rape scandals in the 1990s—­frequently linked to student be­hav­ior in athletics and campus fraternities—­did the prevalence of sexual vio­lence on college campuses, and the failure of universities to address it, become a topic of national concern.13 Growing awareness of campus sexual vio­lence, along with the success of other laws addressing vio­lence against w ­ omen passed in the 1990s (both national and international), laid a strong foundation for Title IX’s transformation in the last twenty years into a mechanism for expanded federal oversight of ­women’s and girls’ access to education. ­After 2008, the US Department of Education (doe) pursued an aggressive agenda to assess university compliance with Title IX, Clery, and other campus safety mea­sures, issuing letters of guidance for campus officials and threats of punitive action to ­those found wanting. Since April 2011, the doe has opened 502 Title IX investigations on college campuses, resolving just 197 of them by June 2020. And ­after 2013, the Department of Justice also became involved, creating agreements to secure Title IX compliance with the University of Montana, Wheaton College, and the University of New Mexico.14 The expansion of university compliance mechanisms also created a veritable industry in Title IX services—­a network of Title IX coordinators, attorneys, and advocates who in turn provide training seminars, campus climate Making Campus Safer  305

survey tools, sexual harassment policy templates, and marketing advice to beleaguered university administrators.15 In US higher education of the early twenty-­first ­century, the enhanced scope and compliance framework of Title IX indeed brought national attention to the prob­lem of campus sexual vio­lence, but was often ­limited by its focus on peer sexual vio­lence, leaving universities to regulate faculty and staff sexual misconduct through employment and civil rights law. Significantly, while administrators regularly use svsh and student conduct policies to sanction student misconduct, they have been less successful in addressing sexual misconduct—­both by and against—­faculty and staff.16 The expansion of Title IX enforcement on university campuses in the past de­cade has generated responses from across the po­liti­cal spectrum, from critics who argue that federal intervention in svsh goes too far, does not go far enough, and/or is fundamentally misguided. Conservatives have long criticized the doe-­led increase of the university’s role in sanctioning sexual misconduct, challenging the definition, investigation, and sanctions of Title IX by universities.17 On the other hand, feminist/queer critiques of Title IX point out that university svsh policies have failed to support the most vulnerable populations, such as minority, lgbtq, and disabled students.18 For its part, the American Association of University Professors has weighed in on the “History, Uses, and Abuses of Title IX,” documenting how many university administrations have implemented Title IX in ways that undermine academic freedom and/or employment rights of faculty.19 In August 2020, the Trump administration will implement new regulations defining Title IX compliance in K–12 and higher education, including mea­sures that narrow the definition of sexual harassment, limit the geographical scope of university response, and require live hearings with cross-examination for all postsecondary institutions, measures that will have a chilling effect on reports of sexual assault and harassment.20 Moreover, ­after a de­cade of Title IX–­inspired changes to how universities ­handle sexual misconduct, research findings have begun to show the limits, and even the damage, caused by ­those efforts.21 Recent studies have shown, for example, how the most frequent manifestations of institutional compliance—­ such as universal mandatory reporting, required sexual assault awareness training, and Title IX investigation and hearings processes—­themselves have unintended negative consequences, such as discouraging reports of sexual vio­lence, negative gender norming, and retraumatization of assault victims.22 Ongoing studies of prevalence/climate, student cultures and be­hav­ior, trauma and crisis intervention, institutional be­hav­ior, and the Title IX ­legal framework have repeatedly challenged the efficacy of a compliance approach to campus svsh.23 A growing body of research on peer sexual vio­lence has also revealed the com306  elizabeth quay hutchison

plexity of student be­hav­iors in relation to alcohol, partying, and hooking up, with impor­tant implications for how we think about institutional response.24 Research on campus sexual vio­lence has repeatedly exposed the limitations inherent in both federal and university interventions that fail to consider the vulnerabilities, vio­lence, and misconduct of university employees, both staff and faculty. How can universities learn to prevent and respond safely to sexual vio­lence without first understanding, educating, and enlisting the support of staff and faculty who are both subject to and responsible for implementing university policies? Given all of the uncertainties of the Title IX landscape, and the requirements imposed by our home institutions—be they required trainings, mandatory reporting, or respectful campus policies—­what are the faculty, considered ­here both individually and collectively, to do?

Academics and SVSH

So how are academics implicated and involved in responding to campus sexual vio­lence? The answer goes far deeper than policies warning instructors not to “fraternize” with students might suggest, to the most troubling realms of the training, mentorship, scholarship, and professional standards of our academic disciplines. What a cursory glance at blogs and publications on higher education reveals is an enduring pattern of sexual harassment among scholars, and between faculty and students, about which we often lack more than anecdotal information. Subject to both the gendered expectations common in any workplace and the par­tic­u­lar pressures of unwritten codes of scholarly collegiality, faculty and gradu­ate students targeted by sexual misconduct strug­gle mightily, often at ­great cost to themselves, to identify and take action against sexual harassment. To take just one well-­documented example, the story of Terry Karl, a po­liti­ cal scientist hired on the tenure track in 1980 by Harvard University, contains all of the above ele­ments. Subjected to repeated sexual overtures, unwanted physical contact, and threats of reprisal by her se­nior colleague Jorge Domínguez, in January 1983, Karl began to formally raise her concerns with university administrators, documenting the incidents of harassment and her concerns about their impact on her professional standing. Administrative intervention was so minimal and without sanction to Domínguez that Karl chose to leave for a position at Stanford rather than remain at Harvard.25 At a distance of 30 years, one can easily see how a dif­fer­ent institutional context—­such as the existence of clear svsh policies and a Title IX office—­might have ameliorated the negative professional and personal effects on Karl. But her case still perfectly illustrates the ways that the university setting, usually in combination with broader Making Campus Safer  307

academic culture, continues to enable harassment, discourage reporting, and punish complainants. A 2016 study showed that even as sexual harassment has become more readily identifiable, only 11 ­percent of female faculty who experience sexual harassment have reported it.26 In the end, then as now, it is just easier and safer for a faculty member (or student or staff, for that ­matter) to leave for another department or institution than to file an official complaint and risk retaliation, which perpetrators regularly apply with impunity in the academic context.27 Male privilege, research dollars, and the diminishing of sexual harassment as a “real” prob­lem—­even in the current context of heightened Title IX action in most universities—­all mitigate against the safety and professional well-­being of ­those who complain.28 On the other hand, ­because sexual harassment undermines the integrity of research itself, federal grant agencies29 and academic associations30 have recently issued new guidelines on sexual harassment and other forms of bias. But in an institutional context, particularly as federal oversight through Title IX morphs and declines, academics continue to have ­little incentive to report sexual misconduct, turning instead to the age-­old strategies of avoiding perpetrators, surviving through tenure, or leaving the university or the profession. The prob­lems named above ­really begin with how academics have been socialized to gendered rules of professional be­hav­ior. Certain academic fields have infamously tended to be more prone to endemic sexual misconduct, ­because of ­factors such as per­sis­tent gender imbalance in gradu­ate programs and at all faculty ranks, extreme de­pen­dency in mentor relations, and the physical isolation of labs or distant field sites.31 Recent research on higher education has revealed the per­ sis­tence of high levels of faculty sexual harassment ­toward gradu­ate students and its negative impact on students’ m ­ ental health, pro­gress to degree, and standing.32 Gradu­ate students and medical residents—­the research and teaching faculty of tomorrow—­have historically been subjected to high levels of sexual misconduct and racial/gender/sexual/sexuality/disability discrimination, be­hav­iors prohibited by both federal civil rights law and university policy. But the price of even informal complaint can be untenably high for ­those who report misconduct. In many academic fields in which ­women remain underrepresented at se­nior ranks, the relationship between overt gender harassment and regular sexual misconduct remains a painful real­ity. Combined with the invisibility of faculty and staff in university Title IX compliance systems, and the vulnerability of most university employees within them, sexual misconduct remains largely unseen and unaddressed. We, the university’s faculty employees, are often required to report sexual misconduct in a context rife with insecurity, both personal and professional.33 Even for the most privileged actors in higher education—­the shrinking numbers of tenure-­stream faculty—­recourse to complaint is rife with profes308  elizabeth quay hutchison

sional risk, even beyond the real or implied threat to achieving tenure. While it remains difficult to fire tenured faculty without cause, colleagues openly accused of misconduct have ready access to professional retaliation, from denial of grant funding and program support to the filing of countercomplaints, all of which can be as devastating as they are difficult to prove. ­Those who submit formal complaints, moreover, often experience immediate repercussions of accusing a colleague (or supervisor) of sexual misconduct. The discomfort of continuing to operate in work environments subject to investigation, as well as the long waiting time for investigations to be completed, increases stress and trauma for the complainant. As in the Karl case, the failure to create or enforce (or other­wise incentivize) professional be­hav­ior at the level of departments and professional associations has encouraged enabling and risk-­averse responses from university administrators and se­nior academics. Fi­nally, ­because faculty enjoy the additional protections of academic freedom, university administrators (including ­legal counsel) often assume that faculty also enjoy additional protection from verified complaints of sexual vio­lence and sexual harassment. This is incorrect, but this widespread perception serves as a brake on meaningful sanctions for faculty misconduct.34

How Academics Can Respond—­Some Suggestions

Institutional responses that fail to consider and involve faculty in their efforts to diagnose, design, and execute Title IX mandates w ­ ill have ­limited or contradictory effects on campus sexual assault. This contradiction arises from the fact that even the basic remedies designed to protect our students must be implemented and supported through institutional and professional relationships that are shot through with power imbalances. In addition, work environments currently expose survivors, reporters, and advocates to virtually unchecked retaliation from peers and supervisors. We have to first recognize the vulnerabilities inherent in professional relationships—­including the likelihood of faculty members’ experience of harassment and well-­founded fear of professional retaliation—­before we can empower faculty participation, both individual and collective, in meaningful responses to campus sexual vio­lence and harassment. Given the ongoing uncertainties of Title IX law and guidance, as well as the ­great variety of policies in place at universities, how can we as academics respond effectively to the prevalence of sexual vio­lence and harassment on college campuses? Faculty at ­every rank can try some of the following steps to protect themselves, support ­others, and improve their institution’s response to sexual misconduct: Making Campus Safer  309

1. Learn the System: Study your institution’s policies for defining, reporting, investigating, and sanctioning sexual misconduct, asking w ­ hether ­these policies effectively promote equal access to education and a safe workplace for students, faculty, and staff. Universities must not only prohibit sexual misconduct, but are also required by Title VII to sanction any retaliation that occurs as a result of reporting svsh, usually through whistle­blower protection policies. Find out ­whether your institution’s policies, including the manner in which they are implemented, encourage the identification of sexual misconduct and protect ­those targeted for svsh and retaliation. If existing policies have negative impact on survivors and reporters, raise ­these failures with your administration, compliance office, and/or faculty governance leaders, and demand changes that ­will better support survivors and reporters of svsh.35 2. Support Survivors: When you witness or hear about an incident (or repeated occurrence) of sexual vio­lence or harassment, start by listening to ­those aggrieved and offering to connect them to confidential support ser­vices. Victims of sexual misconduct benefit tremendously from being heard without judgment and offered supportive mea­sures that affirm their sense of control—­over their stories as well as their physical safety.36 ­Unless you have the authority to intervene and correct the abuse—­usually assigned to ­those at the level of Chair and above—­your first obligation is to the victim, whose well-­being may suffer further damage if you report to university officials without first securing their consent. U ­ nless someone is in immediate danger, consider the risks the survivor may face if you share their story without their consent. If your university requires mandatory reporting of Title IX violations, you can comply with the spirit of such policies—­while also respecting a victim’s request for privacy—by referring them to your institution’s confidential ser­vice advocates. 3. Document Every­thing: If you file a complaint u ­ nder your university’s sexual harassment policies or support a student, staff member, or faculty colleague in d­ oing so, document e­ very step of this pro­cess and avail yourself of any reliable support and reporting ser­vices in the community. As is often the case, university officials may be unable or unwilling to fully investigate a complaint or sanction the perpetrator, or they may even seek to cover up the complaint to avoid risk of negative publicity or lawsuit. In ­these circumstances, it is imperative that you accompany survivors (or seek accompaniment) in administrative interviews and hearings, save relevant correspondence and reports, and construct timelines to monitor the administration’s response. Such materials are critical for mounting 310  elizabeth quay hutchison

administrative appeals as well as seeking ­legal remedies to situations that the university may fail to resolve. 4. Support Institutional Courage: As members of the university community and academic disciplines, we participate—­often unwittingly—in the acts of betrayal and courage carried out by our universities and the acad­emy as a ­whole. As teachers, academics bear primary responsibility for creating a supportive classroom environment, and can offer clear instructions to our students about the confidentiality and accommodations we can offer them if they report sexual misconduct to us.37 Bring your knowledge and concerns about sexual harassment to the appropriate venues for faculty governance, shared governance, ­union organ­ization, and administrative leadership, pressing for policies that are both research-based and survivor-­ centered. If your university resists t­ hese efforts, get your tenured colleagues together, work with student and staff associations, and cultivate alliances with campus advocates and investigators to press for change. Fi­nally, push the upper administration to provide real leadership on campus sexual vio­ lence; ­these leaders should provide appropriate messaging and resources to address the per­sis­tence of svsh. 5. Participate in #AcademicMeToo Movements: For many faculty, the strug­gle against sexual harassment is not contained within the university, but extends to their work with professional associations in their disciplines. A slew of academic associations and the National Science Foundation have already established new procedures for considering complaints (or findings) of sexual harassment that should influence decision-­ making about publication, research grants, committee membership, and professional honors. Join a working group or a review panel and make your opinions known. Although this chapter has focused on how we can respond to svsh in an institutional context—­namely, the teaching and professional relationships that shape academics’ experience at colleges and universities—­even this approach risks over-­determining just how we fight sexual misconduct. When someone we know or we ourselves are the target of sexual vio­lence or harassment, we do well to recognize, like Cortina and Fitzgerald, that “like rape, sexual harassment is both a l­ egal concept and an experience, and it is impor­tant to recognize that ­these are not the same.”38 Before we rush to make an official report, or other­wise try to “fix” the prob­lem, we should stop to identify the needs and secure the safety of t­ hose experiencing svsh. Further, when we fight our institution’s practices of institutional betrayal, we must beware the temptation to Making Campus Safer  311

focus primarily (as have so many university leaders) on ­those efforts that serve chiefly to show compliance with federal law. Rather, we must also, in Nicola Gavey’s words, work against the beliefs and practices about sex that “scaffold” sexual vio­lence.39 As the authors of the National Academies of Science, Engineering, and Medicine’s 2018 report argued, without increased transparency and accountability, advances in diversity and inclusion, and effective leadership at all levels of academic life, policies that prohibit sexual vio­lence and harassment alone hold ­little promise for reducing sexual vio­lence. By listening to and supporting ­those targeted by svsh and bringing faculty experience to bear on efforts to promote institutional courage, we academics can indeed make our classrooms, programs, and universities safer places to work, teach, and study.

notes The author thanks the students, staff, and faculty who have shared their experiences of sexual harassment and sexual vio­lence, which inspired this chapter and have transformed the way the University of New Mexico responds to sexual misconduct. The author also recognizes her colleagues of Faculty safe unm and the staff of the ­Women’s and lgbtq Resource Centers, the LoboRESPECT Advocacy Center, and the Office of Equal Opportunity at unm for their tireless work on behalf of our community. 1. Recent studies show the prevalence of sexual assault in the general population to be one in three ­women, and 20–25 ­percent among college students. K. C. Basile, S. G. Smith, M. J. Breiding, M. C. Black, and R. Mahendra, “Sexual Vio­lence Surveillance: Uniform Definitions and Recommended Data Ele­ments,” version 2.0, (Atlanta: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, 2014); C. A. Mellins, K. Walsh, A. L. Sarvet, M. Wall, L. Gilbert, J. S. Santelli, et al., “Sexual Assault Incidents among College Undergraduates: Prevalence and ­Factors Associated with Risk,” PLoS one 12:11 (2017): e0186471. 2. National Academies of Sciences, Engineering, and Medicine, Sexual Harassment of ­Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine (Washington, DC: National Academies Press, 2018), chapter 3, “Sexual Harassment in Academic Sciences, Engineering, and Medicine”; for critical analy­sis of prevalence research methodologies, see especially 30–41. The National Academies’ 2018 study has spurred cooperation among over sixty institutions of higher education across the country in the “Action Collaborative on Preventing Sexual Harassment in Higher Education,” November 19, 2019, http://­sites.nationalacademies.org/sites/sexualharassmentcollaborative/index.htm. 3. This chapter uses “sexual misconduct” and “sexual vio­lence and sexual harassment” (svsh) to refer to a range of activities prohibited by law and/or university policy, including sexual assault and sexual harassment. Sexual harassment is defined by the Equal Employment Opportunity Commission as “Unwelcome sexual advances, requests for sexual ­favors, and other verbal or physical conduct of a sexual nature constitute sexual harass312  elizabeth quay hutchison

ment when this conduct explic­itly or implicitly affects an individual’s employment, unreasonably interferes with an individual’s work per­for­mance, or creates an intimidating, hostile, or offensive work environment.” useeoc, “Facts about Sexual Harassment,” https://­www​.­eeoc​.­gov​/­eeoc​/­publications​/­fs​-­sex​.­cfm (accessed February 20, 2020). 4. Carly Parnitzke Smith and Jennifer J. Freyd, “Institutional Betrayal,” American Psychologist 69:6 (September 2014): 575–587. 5. Although this chapter focuses on response to unwanted sexual attention or sexual coercion (“come-­ons”), an impor­tant body of research centers the more pervasive incidence of gender harassment (“put-­downs”) in the acad­emy. The National Academies’ recent report, Sexual Harassment of ­Women, relied on de­cades of research to show a strong correlation between gender harassment—­be­hav­iors that insult, humiliate, or ostracize ­women—­and the incidence of sexual harassment and coercion. Noting that gender harassment is often conducted by multiple actors and tolerated by supervisors, the report found higher levels of sexual harassment in institutions where leadership was uninformed or unresponsive to reports of harassment: “This means that institutions can take concrete steps to reduce sexual harassment by making systemwide changes that demonstrate how seriously they take this issue and that reflect that they are listening to ­those who courageously speak up to report their sexual harassment experiences.” nasem, Sexual Harassment of ­Women, x. 6. Universal mandatory reporting policies—­not required by Title IX but embedded in university sexual harassment policies in all but a handful of universities—­have spurred opposition from professional and ­legal associations as well as faculty or­ga­nized on several campuses. See K. J. Holland, L. M. Cortina, and J. J. Freyd, “Compelled Disclosure of College Sexual Assault,” American Psychologist 73:3 (February 2018): 256–268; Merle H. Weiner, “A Principled and Legal Approach to Title IX Reporting,” Tennessee Law Review 85:71 (2017): 71–188; Leora D. Freedman, “Faculty as Responsible Employees: To Be or Not to Be,” paper presented at the 55th Annual Conference of the National Association of College and University Attorneys, Washington, DC, 2015; Sine Anahita, “Trou­ble with Title IX: Mandatory Reporting, Title IX Profiteers and Administrators, and Academic Governance,” Academe, May–­June  2017, https://­www​.­aaup​.­org​/­article​/­trouble​-­title​-­ix#​.­Xk8fO2hKi70. 7. Consider, for example, the sexual harassment that many faculty and staff have already experienced—up to and including assault—in the course of their undergraduate or gradu­ate training, which can have long-­lasting and deleterious effects on education, ­career, and private life: Claire Raymond and Sarah Corse, “A Distorting Mirror: Educational Trajectory ­after College Sexual Assault,” Feminist Studies 44:2 (2018): 464–490. 8. “Institutional courage,” a term coined by psychologist Jennifer Freyd in 2014, refers to institutions’ systematic attempts to enhance accountability and transparency in their response to sexual assault. See Jennifer J. Freyd and Alec M. Smidt, “So You Want to Address Sexual Harassment and Assault in Your Organ­ization? Training Is Not Enough; Education Is Necessary,” Journal of Trauma and Dissociation 20:5 (2019): 489–494. Freyd now directs the Proj­ect on Institutional Courage, https://­www​.­jjfreyd​.­com​/­project​-­on​ -­institutional​-­courage (accessed February 20, 2020). 9. Survivor advocates, as well as recent findings in psy­chol­ogy, emphasize the importance of how individuals, including academics, respond to incidents and disclosures of sexual vio­lence: Emily R. Dworkin, Charlotte D. Brill, and Sarah E. Ullman, “Social Making Campus Safer  313

Reactions to Disclosure of Interpersonal Vio­lence and Psychopathology: A Systematic Review and Meta-­Analysis,” Clinical Psy­chol­ogy Review 72 (2019), https://­doi​.­org​/­10​.­1016​ /­j​.­cpr​.­2019​.­101750; Alejandra Mabel Rosales, “If You Experience Sexual Harassment You Must Report It . . . Right?,” Intersections: Critical Issues in Education 2:1 (2018): 45–47; Katherine J. Holland and Lilia M. Cortina, “ ‘It Happens to Girls All the Time’: Examining Sexual Assault Survivors’ Reasons for Not Using Campus Supports,” American Journal of Community Psy­chol­ogy 59 (2017): 50–64; nasem, Sexual Harassment of ­Women, 79–82. 10. On the high correlation between workplace gender harassment and the prevalence of physical assault, see Louise F. Fitzgerald and Lilia M. Cortina, “Sexual Harassment in Work Organ­izations: A View from the 21st ­Century,” in apa Handbook of the Psy­chol­ogy of ­Women: Perspectives on ­Women’s Private and Public Lives, edited by Cheryl B. Travis, Jacquelyn W. White, Alexandra Rutherford, Wendi S. Williams, Sarah L. Cook, and Karen Fraser Wyche (Washington, D.C.: American Psychological Association, 2018), 215–234. 11. 20 usca, Sec. 168, Title IX (1972). 12. The landmark 1977 case of Olivarius v. Yale University, though unsuccessful, was the first attempt to argue that sexual harassment constitutes a violation of Title IX, inspiring a series of further lawsuits and Catharine MacKinnon’s impor­tant volume, Sexual Harassment of Working ­Women: A Case of Sex Discrimination (New Haven, CT: Yale University Press, 1979). 13. For an excellent reference work on the origins and transformation of Title IX, see Susan Ware, Title IX: A Brief History with Documents (Long Grove, IL: Waveland, 2007). On sexual vio­lence in college athletics, see Jessica Luther, Unsportsmanlike Conduct: College Football and the Politics of Rape (Brooklyn, NY: Akashic, 2016). 14. See the Chronicle of Higher Education Title IX tracking page at https://­projects​ .­chronicle​.­com​/­titleix/ (accessed June 13, 2020). 15. Anahita, “Trou­ble with Title IX”; Lauren F. Lichty, Rebecca Campbell, and Jayne Schuiteman, “Developing a University-­Wide Institutional Response to Sexual Assault and Relationship Vio­lence,”  Journal of Prevention and Intervention in the Community 36:1–2 (2008): 5–22. 16. The focus on student sexual assault complaints has been so intense that university general counsels have sometimes been unwilling to recognize Title IX complaints by staff and faculty. See the discussions at nacua’s 55th annual conference, “Title IX and vawa Issues Specific to Employees and the Employment Relationship,” Washington, D.C., June 28–­July 1, 2015. 17. The Foundation for Individual Rights in Education (fire) argues that Title IX violates the ­free speech of individuals sanctioned ­under university policies. See Conor Friedersdorf, “How Sexual-­Harassment Policies Are Diminishing Academic Freedom,” Atlantic, October 20, 2015. Another widely read critique of recent Title IX implementation is Laura Kipnis’s Unwanted Advances: Sexual Paranoia Comes to Campus (New York: Harper, 2017). 18. Nancy Chi Cantalupo, “And Even More of Us Are Brave: Intersectionality and Sexual Harassment of W ­ omen Students of Color,” Harvard Journal of Law and Gender 42:1 (2018): 3–81; Jennifer Doyle, Campus Sex, Campus Security (South Pasadena, CA: Semiotext(e), 2015); Rana Jaleel, “Title IX and Feminism on Campus,” Academe, January–­February 2018, https://­www​.­aaup​.­org​/­article​/­title​-­ix​-­and​-­feminism​-­campus#​.­Xk8l82hKi70. 314  elizabeth quay hutchison

19. American Association of University Professors, “The History, Uses, and Abuses of Title IX,” Report of the Committee A on Academic Freedom and Tenure and of the Committee on ­Women in the Academic Profession, ­adopted by the aaup in June 2016. https://­www​.­aaup​.­org​/­file​/­TitleIXreport​.­pdf. 20. Department of Education, “Title IX: Summary of Major Provisions of the Department of Education’s Title IX Final Rule,” https://www2.ed.gov/about/offices/list/ocr/ docs/titleix-summary.pdf (accessed June 13, 2020); Sarah Brown, “What Colleges Need to Know about the New Title IX Rules,” Chronicle of Higher Education, May 6, 2020; Greta Anderson, “aclu, Survivor Advocate Groups Sue Dept. of Education,” Inside Higher Ed, May 15, 2020. 21. nasm, Sexual Harassment of ­Women, chapter 2, “Sexual Harassment Research.” 22. Justine E. Tinkler, “How Do Sexual Harassment Policies Shape Gender Beliefs? An Exploration of the Moderating Effects of Norm Adherence and Gender,” Social Science Research 42:5 (2013): 1269–1283; Mala Htun, Carlos Contreras, Melanie Dominguez, Francesca Jensenius, and Justine Tinkler, “Effects of Mandatory Sexual Misconduct Training on College Campuses,” paper presented at Midwest Po­liti­cal Science Association Annual Meeting, Chicago, April 5–8, 2018, and American Po­liti­cal Science Association Annual Meeting, Boston, August 30–­September 2, 2018. 23. Much of this research has emerged at the University of Oregon, where psychologist Jennifer Freyd’s Dynamics Lab has generated research findings on trauma and institutional betrayal, work that has also advanced uo campus engagement with university policies on svsh. See the Dynamics Lab publications at https://­dynamic​.­uoregon​.­edu/ (accessed February 20, 2020); Weiner, “Principled and ­Legal Approach.” 24. Research on student social be­hav­iors related to sexual assault has been the focus of the Sexual Health Initiative to Foster Transformation (shift) at Columbia University: https://­www​.­mailman​.­columbia​.­edu​/­research​/­sexual​-­health​-­initiative​-­foster​ -­transformation (accessed February 20, 2020). See Jennifer S. Hirsch and Shamus Khan, Sexual Citizens: A Landmark Study of Sex, Power, and Assault on Campus (New York: Norton, 2020) 25. Tom Bartlett and Nell Gluckman, “She Left Harvard: He Got to Stay,” Chronicle of Higher Education, February 27, 2018. Domínguez has since been retired and seen his privileges revoked by the university. See Colleen Flaherty, “Harvard Revokes Emeritus Status and Retirement Privileges from Professor Who Was Found to Have Harassed ­Women for De­cades,” Inside Higher Ed, May 10, 2019. 26. usmspb (US Merit Systems Protection Board), Update on Sexual Harassment in the Federal Workplace (2018), https://­www​.­mspb​.­gov​/­MSPBSEARCH​/­viewdocs​.­aspx​ ?­docnumber​=1­ 500639&version​=­1506232&application​=A ­ CROBAT. 27. Lilia Cortina and V. J. Magley, “Raising Voice, Risking Retaliation: Events Following Interpersonal Mistreatment in the Workplace,” Journal of Occupational Health Psy­chol­ogy (2003), https://­doi​.­org​/­10​.­1037​/­1076​-­8998​.­8​.­4​.­247; nasm, Sexual Harassment, chapter 4, “Job and Health Outcomes of Sexual Harassment and How ­Women Respond to Sexual Harassment,” 67–92. 28. Psychologist Jennifer Freyd refers to the likely responses that further discourage both informal and formal complaints to authorities as darvo: Deny, Attack, and Reverse Victim and Offender. Institutions that fail to sanction offenders or prevent retaliation Making Campus Safer  315

engage in “Institutional darvo.” See S. Harsey, E. Zurbriggen, and J. Freyd, ­“Perpetrator Responses to Victim Confrontation: darvo and Victim Self-­Blame,” Journal of Aggression, Maltreatment and Trauma 26 (2017): 644–663. 29. National Aeronautics and Space Association, “Compliance Requirements for nasa Grantees,” https://­missionstem​.­nasa​.­gov​/­compliance​-­requirements​-­nasa​-­grantees​ .­html (accessed February 20, 2020); National Institutes of Health, “1311—­Preventing and Addressing Harassment and Inappropriate Conduct,” nih Policy Manual, https://­ policymanual​.­nih​.­gov​/­1311 (accessed February 20, 2020); National Science Foundation, “Reporting Requirements Regarding Findings of Sexual Harassment, Other Forms of Harassment, or Sexual Assault,” Federal Register 83:43 (March 5, 2018): 9342–9343, https://­www​.­federalregister​.­gov​/­d​/­2018​-­04374. 30. See, for example, the American Geophysical Union, “agu Scientific Integrity and Professional Ethics,” August 2017, https://­www​.­agu​.­org​/­​-­​/­media​/­Files​/­AGU​ -­Scientific​-­Integrity​-­and​-­Professional​-­Ethics​-­Policy​.­pdf; American Association for the Advancement of Science, “Revocation Pro­cess,” https://­www​.­aaas​.­org​/­programs​/­fellows​ /­revocation​-­process (accessed February 20, 2020); American Historical ­Association, “Sexual Harassment Policy (2018),” https://­www​.­historians​.­org​/­about​-­aha​-­and​ -­membership​/­governance​/­policies​-­and​-­documents​-­of​-­the​-­association​/­sexual​-­harassment​ -­policy (accessed February 20, 2020); Latin American Studies Association, “Anti-­ Harassment Policy,” https://­www​.­lasaweb​.­org​/­en​/­anti​-­harassment​-­policy/ (accessed February 20, 2020); American Philosophical Association, “Discrimination Complaint Procedure,” https://­www​.­apaonline​.­org​/­page​/­discrim​_­complaint (accessed February 20, 2020); American Anthropological Association, “Policy on Sexual Harassment and Sexual Assault,” http://­s3.amazonaws.com/rdcms-­aaa/files/production/public/AAA_SH_Policy​ _2018.pdf (accessed February 20, 2020). 31. For research on svsh in field research contexts, see K. B. H. Clancy, R. G. Nelson, J. N. Rutherford, and K. Hinde, “Survey of Academic Field Experiences (safe): Trainees Report Harassment and Assault,” PLoS ONE 9:7 (2014): e102172, https://­doi​.­org​/­10​.­1371​ /­journal​.­pone​.­0102172; Robin G. Nelson, Julienne N. Rutherford, Katie Hinde, and Kathryn B. H. Clancy, “Signaling Safety: Characterizing Fieldwork Experiences and Their Implications for ­Career Trajectories,” American Anthropologist 119:4 (December 2017): 710–722; Rebecca Hanson and Patricia Richards, Harassed: Gender, Bodies, and Ethnographic Research (Oakland: University of California Press, 2019). 32. Nancy Chi Cantalupo and William C. Kidder, “A Systematic Look at a Serious Prob­lem: Sexual Harassment of Students by University Faculty,” Utah Law Review 3:4 (2018): 671–786. 33. While any university employee who is required to report incidents of sexual harassment may themselves be drawn into a subsequent investigation or become a target of retaliation, staff, gradu­ate students, and contingent faculty—­including ­those who belong to ethnic and sexual minorities—­are even more vulnerable: Alexis Henshaw, “The Challenges for Adjuncts When Supporting and Counseling Sexual Assault Victims,” Inside Higher Ed, June 23, 2017. 34. A fuller discussion of how Title IX regulations and ocr guidance have been insufficiently attentive to the protection of academic freedom can be found in aaup, “The History, Uses and Abuses of Title IX.” 316  elizabeth quay hutchison

35. Following the Department of Justice’s findings on noncompliance with Title IX at the University of New Mexico in April 2016, faculty or­ga­nized a movement for mutual support and collective action at the university, “Faculty for a Sexual Assault–­Free Environment,” or Faculty safe unm. ­These and other efforts have successfully mobilized faculty authority and expertise to maintain pressure on university administrations and influence the direction of institutional change in recent years. 36. M. M. Foynes and J. J. Freyd. “The Impact of Skills Training on Responses to the Disclosure of Mistreatment,” Psy­chol­ogy of Vio­lence 1 (2017): 66–77. See also Freyd’s tips for listening to disclosures of svsh at https://­dynamic​.­uoregon​.­edu​/­jjf/disclosure/good​ listener.html (accessed February 20, 2020). 37. Your institution’s Title IX Coordinator may suggest language for course syllabi regarding relevant ser­vices and employee reporting requirements for svsh, but instructors may choose to rely instead on the American Association of University Professors’ “Statement on Professional Ethics,” which requires that professors protect students’ academic freedom and “re­spect[s] the confidential nature of the relationship between professor and student.” https://­www​.­aaup​.­org​/­report​/­statement​-­professional​-­ethics. 38. Fitzgerald and Cortina, “Sexual Harassment in Work Organ­izations,” 5. 39. Nicola Gavey, Just Sex? The Cultural Scaffolding of Rape (London: Routledge, 2005). Thanks to M. Gabriela Torres for this impor­tant insight and for sharing M. Gabriela Torres and Dianna Shandy, “Taking Leadership and Remaking Academic Communities,” Anthropology News 59:3 (2018): e119–122.

Making Campus Safer  317

40. Decolonizing and Building Community kelly fayard

I was an undergraduate at Duke when I de­cided that I would get a PhD in anthropology, but it was not exactly my idea. To be honest, I had never considered a life in academia. However, when I de­cided my final proj­ect for a “Native North Amer­i­ca” class would focus on my own tribe, the Poarch Band of Creek Indians located in southern Alabama, I came across books and articles that gave me pause. They circulated ideas that totally contradicted my experience growing up in and around Poarch. The lack of information was also upsetting: while ­there ­were a handful of books about southeastern Indians at the time, the majority of anthropological Native studies ­were reserved for the tribes out West. I approached my professor to lament this lack of study. “Well,” he replied, “you’ll just have to get your PhD in anthropology!” And so I did. Anthropology has been a discipline that Native ­people have long avoided due to the colonial nature of the discipline, as well as the historical mistreatment of many Native groups and individuals by anthropologists. Examples of anthropologists digging up burials, recording sacred ceremonies against the wishes of the Native nations involved, or stealing culturally significant objects are abundant in the field. In 1969, with the rise of the Red Power movement, Vine Deloria Jr. wrote a scathing review of this treatment in his book Custer Died for Your Sins, which began a more systematic critique of anthropology by Native American scholars.1 While anthropology as a discipline has been self-­reflexive and has begun to deal with its historical sins, t­ here are many prac­ti­tion­ers who continue to thrive within the asymmetrical power imbalances placed upon Na-

tive groups with whom they have relationships. However, ­because many Native scholars are interested in entering into t­ hese anthropological discussions, more Native anthropologists have emerged in the field since the 1990s. I entered the Department of Anthropology at the University of Michigan in the fall of 2004. Within a few weeks of my arrival on campus to begin my gradu­ate work, I found a few Native students in the departments of History and American Culture. By the time I was writing my dissertation, ­there ­were over a dozen Native PhD students at Michigan. We worked together and supported, celebrated, and socialized with each other. We also had a strong Native studies faculty and allies who worked with us. We built community. In turn, the community supported and nourished our spirits and our intellect. It was an indigenous nerd’s paradise! While in gradu­ate school, however, I did begin to understand that while I had built such a strong support system with other Native gradu­ate students, the broader discipline of anthropology was not ­going to be as supportive or accepting. At my first American Anthropological Association annual meeting, for example, an older anthropologist familiar with my tribe approached me and said “I never thought I’d see the day that a Poarch Creek would be at the aaas!” This was the beginning of my understanding that the discipline, as much as it had grown, had not necessarily created the space for me—­and ­others like me—to become a part of it. My anthropological “fieldwork” was r­ eally “home work.” It was impor­tant to me to do community-­based research that would ultimately help the tribe. Following the suggestions of Linda Tuhiwai Smith in Decolonizing Methodologies, I wanted to build meaningful connections between me (the researcher), the products of my research, and my community of origin.2 I went on a listening tour in which I asked elders and tribal leaders what kind of work would be meaningful to them. Community-­engaged research is where my passion lies. My return to Ann Arbor to write my dissertation coincided with the height of a nasty b­ attle between Michigan tribes and the Museum of Anthropology at the University of Michigan, to return the remains of thousands of Native ­people that ­were being held in a field h ­ ouse near the football stadium. To say that I was made to feel unwelcome in the anthropology department is an understatement. Fortunately, a gradu­ate student group called Ethnography as Activism stepped in as allies. While none of ­these students ­were Native, they wanted their department to be on the right side of the debate and to understand and follow the spirit of the Native American Graves Protection and Repatriation Act (nagpra), rather than merely the letter of the law. This was the first time I experienced firsthand working with allies, and it was a beautiful ­thing. ­Because of Ethnography as Activism, the Native Gradu­ate Caucus, and the Michigan Decolonizing and Building Community  319

tribes, the Vice Provost of Research created a nagpra council at the University of Michigan to h ­ andle nagpra claims. This was a victory, and it influenced how I came to envision building community at a university with dif­fer­ent stakeholders, as well as within the local and state tribal communities. As I was finishing my dissertation, a job at a small liberal arts college in Maine opened; the search was for an anthropologist of Native North Amer­i­ca. I applied, received an offer for a tenure-­track position, and moved to Maine immediately ­after defending my dissertation. The transition from a supportive Native community to a campus where I was the only Native faculty member was very difficult. To make ­matters more complicated, even though ­there ­were large and vibrant Native communities in Maine, I found no tangible connections between ­these tribes and the college. ­After working as a faculty member of anthropology for four years and successfully being reappointed, I began to think about the trajectory of my c­ areer. In my reappointment letter, the department warned me about participating in too many campus events and spending too much time dedicated to students. This was my favorite part of the job. I could not shake the feeling that the first-­generation or low-­income students and students of color w ­ ere not getting enough support at the college. I began to won­der how I could fill a dif­fer­ent role that would allow me to help build a supportive and inclusive community for students who are too often left to figure it out for themselves—or who, like me as an undergraduate, felt woefully underprepared and lost in an elite university setting. And, I wanted to explore more opportunities to develop relationships between Native students on campus and Native communities where I was located. It has become clear to me through working in multiple educational settings—­ public and private, small colleges and large universities—­that a barrier to building successful relationships between community members and the institution is the baggage that each institution carries with it. Even as a Native faculty member or administrator, I have found that reaching out to Native communities is made more complicated by the historical wrongdoings of my institution which can, in many cases, outweigh the good intentions of campus leaders. I have always attempted to build connections with local Native communities so that I might bring students more awareness about the land they occupy while at school, beyond just hearing the names of tribes in formal land acknowledgments before events. Again, this has been made easier or harder, depending on the specific relationship between the institution and the local tribes. Acknowledging this historical context cannot be overemphasized as a f­ actor in building ­these relationships. 320  kelly fayard

To approach t­ hese relationships productively requires us to think outside of usual academic hierarchies, especially in older elite institutions where hierarchy is impor­tant. For example, I work to invite Indigenous ­people who come from all walks of life. When they arrive on campus, instead of using the usual hierarchical indicators of recognition to welcome them, such as gradu­ate degrees or prestigious home institutions, I give a genuine warm and hearty greeting to a fellow Native. This is one way that I strive to decolonize the acad­emy. Just ­because I have a PhD, this does not mean that I am more informed or more intelligent than any of my fellow Natives. Many elder Native intellectuals ­were denied the right to an education, and a lack of a degree should not preclude their being treated as impor­tant dignitaries when they visit campus. It takes a ­great amount of effort to convince the rest of campus of this. For example, in my experience, some institutions on a campus may have students or lower-­ level administrators reach out to local tribal government leaders. T ­ here is not an acknowledgment that tribal governments are sovereign and that in order to be respectful, the institution should treat a tribal chair as a head of a foreign state, should they visit campus. I spend a lot of time helping my colleagues understand the gravity of tribal sovereignty and all that it entails. Beyond building community between institutions and local Native communities, I am also responsible for creating community among my institution’s diverse Native students. At Yale, we have students from reservations in South Dakota, the Big Island of Hawai‘i, and urban centers across the United States, and ­others claim indigenous roots traced to tribes in Mexico and Central and South Amer­i­ca. Some students come fluent in their language and culture, ­others have no connection to their Native identity at all, and o­ thers fall on the spectrum in between. We try very hard to make sure that students are first and foremost supported in their own identity—be that Blackfeet, Lakota, Diné, Creek, Choctaw, Kanaka Maoli, Mohawk, or any of the other dozens of tribes our students represent. Part of the way that we facilitate this is through our language program (funded by our lone Native faculty member, Professor Ned Blackhawk). We offer (via Skype) up to eight Indigenous languages per semester for students to take in community classes. This way, our community is strengthened at the same time that students’ tribal identity is strengthened. Beyond the language classes, the Native American Cultural Center works to bring in Native artists, scholars, and intellectuals in order to bolster and converge our students’ personal identities and interests with their scholarly pursuits and interests. I am fortunate to work at an institution where students have worked to create space for the Native community. Many other institutions, public and private alike, do not have space or resources dedicated to the Native community. Yale Decolonizing and Building Community  321

is a place where one can see how student activism has changed the campus for the better. The Native American Cultural Center is made pos­si­ble by an incredibly generous alum who has endowed a bud­get for the center and for the assistant dean position. The space that we have has made a huge difference in how we are able to recruit Native students to campus. ­There is a definite privilege that comes with working at a private institution—we are able to take up physical space on campus and employ dedicated staff members for Native students and other students of color. It is impor­tant to acknowledge, however, the generations of students who spoke out and worked to make all of this a possibility. It is also impor­tant to understand that even with the tremendous resources Yale has, the Native and Indigenous population comprises less than two ­percent of the student body, so our funding is predicated upon that. The real­ity is that much of my time is spent fund­rais­ing! Some of our biggest successes at the nacc are when we come together as a Native community to celebrate our students. At the end of each year, we travel to Mohegan Sun Casino and Resort (so we can be at a Native-­owned business) for our annual graduation dinner. It is h ­ ere, during the open mic, that one can hear the love and the trust that has been built between students, faculty, and staff through the nacc. It is at this ceremony that one can hear what an impact the nacc has had on students. It is ­here that one can learn how much a space like the Native American Cultural Center ­matters to ­these students. It is ­here that one recognizes how much our Native students have had to overcome in order to be successful in an educational system that was not created to educate nor welcome them. It is h ­ ere that we celebrate together all that we have overcome.

notes 1. Vine Deloria Jr., Custer Died for Your Sins: An Indian Manifesto (Norman: University of Oklahoma Press, 1969). 2. Linda Tuhiwai Smith, Decolonizing Methodologies: Research and Indigenous ­Peoples (New York: Zed, 1999).

322  kelly fayard

Contributors

luis alvarez is Associate Professor at the University of California at San Diego, where he has served as the director of the Institute of Arts and Humanities and of the Chicanx Latinx Studies Program. steven alvarez is Associate Professor of En­glish at St. John’s University. He is the author of Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (State University of New York Press, 2017) and Community Literacies en Confianza: Learning from Bilingual After-­School Programs (National Council of Teachers of En­glish, 2017).

eladio bobadilla is Assistant Professor of History at the University of Kentucky. His research focuses on twentieth-­century US history, particularly ethnic and immigration history and the history of social movements. He is a US Navy veteran and recipient of many awards and fellowships, including the 2020 Herbert Gutman Dissertation Prize. His first book ­will be published as part of the Working Class in American History series of the University of Illinois Press.

genevieve carpio is Assistant Professor in the César E. Chávez Department of Chicana/o Studies at the University of California at Los Angeles. She is author of Collisions at the Crossroads: How Place and Mobility Make Race (University of California Press, 2019). marcia chatelain is Professor of History at Georgetown University. She is the author of South Side Girls: Growing up in the G ­ reat Migration (Duke University Press, 2015) and Franchise: The Golden Arches in Black Amer­i­ca (Liveright, 2020).

ernesto chávez is Professor of History at the University of Texas at El Paso. He has published two books, ¡Mi Raza Primero! (My P­ eople First!): Nationalism, Identity, and Insurgency in the Chicano Movement in Los Angeles, 1966–1978 (University of California Press, 2002) and The U.S. War with Mexico: A Brief History with Documents (Bedford/St. Martin’s, 2007). He is writing a critical biography of Mexican-­born actor Ramón Novarro, tentatively titled Body and Soul: The Closeted Per­for­mance of Ramón Novarro. An article on this subject appeared in the September 2011 issue of the Journal of the History of Sexuality.

miroslava chávez- ­g arcía is Professor of History at the University of California at Santa Barbara and holds affiliations in the Departments of Chicana/o Studies and Feminist Studies. Her most recent book, Mi­grant Longing: Letter Writing across the U.S.-­Mexico Borderlands (University of North Carolina Press, 2018), is a history of migration, courtship, and identity as told through more than three hundred personal letters exchanged across the US-­Mexico borderlands among f­ amily members and friends.

n. d. b. connolly is Herbert Baxter Adams Associate Professor of History at Johns Hopkins University and the author of A World More Concrete: Real Estate and the Remaking of Jim Crow South Florida (University of Chicago Press, 2014). Until 2020, he also served as a cohost of the weekly podcast BackStory.

jeremy v. cruz is Assistant Professor of Theological Ethics at St. John’s University. His research interests are at the intersections of Christian po­liti­cal theology, egalitarian moral theory, and ­labor studies.

cathy n. davidson is founding director of the F­ utures Initiative and Distinguished Professor in the program in En­glish, the ma in Digital Humanities, and the ms in Data Analy­sis and Visualization at the Gradu­ate Center, City University of New York. She is also cofounder and codirector of hastac. Davidson was appointed by President Obama and confirmed by the Senate to serve on the National Council on the Humanities from 2011 to 2017 and served on the board of directors of Mozilla from 2012 to 2018. Davidson’s The New Education: How to Revolutionize the University to Prepare Students for a World in Flux (Basic Books, 2017) won the 2019 Frederic W. Ness Book Award from the Association of American Colleges and Universities.

sarah deutsch is Professor of History at Duke University. She is the author of three books, most recently ­Women and the City: Gender, Space, and Power in Boston, 1870–1940 (Oxford University Press, 2000), and numerous articles and book chapters, including “­Labor, Land, and Protest since Statehood,” in Telling New Mexico: A New History, edited by Marta Weigle (University of New Mexico Press, 2009). She has served as program cochair for annual conferences of the American Studies Association and the Organ­ization of American Historians, as dean of the Faculty of Social Sciences at Duke, as chair of the Executive Committee of Delegates of the American Council of Learned Socie­ties, and on the executive committee of the Organ­ization of American Historians. Her current book proj­ect is Making a Modern West, 1898–1942.

brenda elsey is Associate Professor of History at Hofstra University. She is the coauthor (with Joshua Nadel) of Futbolera: A History of W ­ omen and Sports in Latin Amer­i­ca (University of Texas Press, 2019) and author of Citizens and Sportsmen: Fútbol and Politics in Twentieth-­Century Chile (University of Texas Press, 2012). She has also published numerous academic articles on gender and popu­lar culture in Latin Amer­i­ca. She is development lead for the Fare network in the Amer­i­cas, an ngo that fights discrimination in soccer and develops grassroots proj­ects using soccer for social justice. She is the cohost of the weekly sport and feminism podcast Burn It All Down. 324  Contributors

sylvanna m. falcón is Associate Professor in the Department of Latin American and Latino Studies and director of the Research Center for the Amer­ic­ as at the University of California at Santa Cruz. She is the award-­winning author of Power Interrupted: Antiracist and Feminist Activism inside the United Nations (University of Washington Press, 2016).

michelle falkoff is a gradu­ate of the Columbia University Law School and the Iowa Writers’ Workshop and currently serves as Director of Communication and ­Legal Reasoning at Northwestern University’s Pritzker School of Law. She is also the author of several young adult novels, including Play­list for the Dead (HarperCollins, 2015), Pushing Perfect (HarperCollins, 2016), Questions I Want to Ask You (HarperCollins, 2018), and How to Pack for the End of the World (HarperCollins, 2020).

kelly fayard is Assistant Professor of Anthropology at the University of Denver, where she teaches a variety of classes on con­temporary Native Americans. She served as director of the Yale Native American Cultural Center from 2015 to 2019.

matthew w. finkin is a Professor of Law at the University of Illinois. He has also served as general counsel to the American Association of University Professors. lori flores is Associate Professor of History at Stony Brook University and the author of Grounds for Dreaming: Mexican Americans, Mexican Immigrants, and the California Farmworker Movement (Yale University Press, 2016).

kathryn j. fox is Professor of Sociology at the University of Vermont. She teaches in the area of criminal justice and conducts research on community reintegration a­ fter prison. She is director of the University of Vermont’s Liberal Arts in Prison Program, which is part of the Bard Prison Initiative’s Consortium for the Liberal Arts in Prison.

frederico freitas is Assistant Professor of Latin American and Digital History at North Carolina State University and an investigator at the Visual Narrative Initiative. He has most recently published the edited volume Big ­Water: The Making of the Borderlands between Brazil, Argentina, and Paraguay (University of Arizona Press, 2018).

neil k. garg is Professor and the Kenneth N. Trueblood Endowed Chair in Chemistry and Biochemistry at the University of California at Los Angeles.

nanibaa’ a. garrison is an Associate Professor at the University of California at Los Angeles in the Institute for Society and Ge­ne­tics and the Department of Medicine’s Institute for Precision Health and the Division of General Internal Medicine and Health Services Research. Her research focuses on bioethics, ge­ne­tics, and community engagement with Indigenous peoples. She is an enrolled member of the Navajo Nation.

joy gaston gayles is Professor of Higher Education and University Faculty Scholar at North Carolina State University. Her research focuses on access and success in postsecondary education. Contributors 325

tiffany jasmin gonzález is an American Association of University ­Women Fellow and a PhD candidate in History at Texas a&m University at College Station. Her dissertation, “Repre­sen­ta­tion for a Change: ­Women in Government and the Chicana/o Civil Rights Movement in Texas,” details the po­liti­cal l­abor that Latinas conducted to shape American government for their inclusion since the 1970s.

cynthia r. greenlee is a North Carolina–­based intentionally in­de­pen­dent scholar and journalist who writes about African American history, gender, the law, and reproduction in the post–­Civil War US South. For the 2019–20 year, she was an Open Society Foundations Media Justice Fellow.

romeo guzmán is Assistant Professor of US History at Claremont Graduate University. He is the coeditor of East of East: The Making of Greater El Monte (Rutgers University Press, 2020).

lauren hall-­l ew is Reader in Linguistics and En­glish Language at the University of Edinburgh. She is a sociolinguist specializing in phonetic variation and change, particularly with re­spect to accents of En­glish in the United States and Scotland.

david hansen is the Associate University Librarian for Research, Collections, and Scholarly Communications at Duke University Libraries, where he is also the lead copyright and information policy officer. His background is in intellectual property law. Before joining Duke, he held academic positions at the University of North Carolina School of Law and the University of California at Berkeley School of Law. heidi harley is Professor of Linguistics at the University of Arizona, where she has worked since 1999. She has supervised over twenty doctoral dissertations and published over seventy articles on the abstract grammar under­lying the structure of words and sentences cross-­linguistically. laura m. harrison is Professor in the Department of Counseling and Higher Education at Ohio University. She is the author of four books; her most recent work is Teaching Struggling Students: Lessons Learned from Both Sides of the Classroom (Palgrave Macmillan, 2019).

sonia hernández is a former Fulbright fellow and Associate Professor of History at Texas a&m University who specializes in the intersections of gender and l­abor in the US-­Mexican borderlands, Chicana/o history, and modern Mexico. She is the author of Working Women into the Borderlands (Texas a&m University Press, 2014). sharon p. holland is the Townsend Ludington Distinguished Endowed Professor and chair of American Studies at the University of North Carolina at Chapel Hill. She is the author of Raising the Dead: Readings of Death and (Black) Subjectivity (Duke University Press, 2000) and The Erotic Life of Racism (Duke University Press, 2012) as well as the 326  Contributors

coauthor, with Tiya Miles, of Crossing Waters/Crossing Worlds: The African Diaspora in Indian Country (Duke University Press, 2006).

elizabeth quay hutchison is Professor of History and director of the Feminist Research Institute at the University of New Mexico. In 2016, she cofounded Faculty for a Sexual Assault–­Free Environment at the University of New Mexico (Faculty safe unm), and she now participates in the National Academies of Science, Engineering, and Medicine’s Action Collaborative on Preventing Sexual Harassment in Higher Education. deborah jakubs is Rita DiGiallonardo Holloway University Librarian and Vice Provost for Library Affairs as well as Adjunct Associate Professor of History at Duke University. She is a past president of the Association of Research Libraries and a member of the board of the Open Library Foundation.

bridget turner kelly is Associate Professor of Student Affairs at the University of Mary­land at College Park. Her scholarship focuses on marginalized populations in higher education, such as w ­ omen and faculty of color. She is the editor of the National Association of Student Personnel Administrators’ Journal of Student Affairs Research and Practice.

karen kelsky is Founder and ceo of The Professor Is In and the author of The Professor Is In: The Essential Guide to Turning Your Ph.D. into a Job (Random House, 2015). She speaks nationally and internationally on academic and postacademic ­career development for scholars, is a biweekly columnist for the Chronicle of Higher Education and cohosts the podcast The Professor Is In.

stephen kuusisto is the author of Have Dog, ­Will Travel: A Poet’s Journey (Simon and Schuster, 2018). He teaches at Syracuse University. magdalena mączyńska is Associate Professor of En­glish and World Lit­er­at­ures at Marymount Manhattan College and the author of The Gospel According to the Novelist: Religious Scripture and Con­temporary Fiction (Bloomsbury, 2015).

sheila mc­m anus is Professor of History at the University of Lethbridge. She is passionate about teaching and learning in higher education and has received multiple teaching awards, including the university’s Distinguished Teaching Award, the ulsu Teaching Excellence Award, and the ulsu Award for Outstanding Dedication to Students. cary nelson , Jubilee Professor of Liberal Arts and Sciences at the University of Illinois at Urbana-­Champaign, is the author or editor of thirty-­three books and the author of three hundred essays, many on higher education.

jocelyn olcott is the Margaret Taylor Smith Director of Gender, Sexuality, and Feminist Studies and Professor of History and of International Comparative Studies at Duke University. She is the author of Revolutionary ­Women in Postrevolutionary Mexico (Duke Contributors 327

University Press, 2006) and International ­Women’s Year: The Greatest Consciousness-­Raising Event in History (Oxford University Press, 2017) and the coeditor of Sex in Revolution: Gender, Politics, and Power in Modern Mexico (Duke University Press, 2007).

rosanna kathleen olsen is a scientist at the Rotman Research Institute, Baycrest Health Sciences, and Assistant Professor in the Department of Psy­chol­ogy at the University of Toronto. Dr. Olsen’s research is centered on understanding how the brain supports memory and how memory-­related brain regions change as we age.

natalia mehlman petrzela is Associate Professor of History at the New School and the author of Classroom Wars: Language, Sex, and the Making of Modern Po­liti­cal Culture (Oxford University Press, 2015). Her current book proj­ect is Fit Nation: How Amer­i­ca Embraced Exercise as the Government Abandoned It, and she is a cohost of the Past Pre­sent podcast.

charles piot is Professor of Cultural Anthropology at Duke University, where he has a joint appointment in African and African American Studies. His area of specialization is the po­liti­cal economy and cultural history of rural West Africa. His recent book, D ­ oing Development in West Africa: A Reader by and for Undergraduates (Duke University Press, 2016), describes small-­scale development proj­ects that his students have carried out in the villages of northern Togo.

bryan pitts is assistant director of the Latin American Institute at the University of California at Los Angeles. He is completing a book on the shifting relationship of the Brazilian po­liti­cal class to the military and to civil society during the country’s 1964–85 military dictatorship. He also studies the intersection of sex, race, and nationality in Brazil, particularly in gay publications and among gay tourists. His work has appeared in journals such as the Hispanic American Historical Review and Revista Brasileira de História, and he writes regularly on con­temporary Brazilian politics for media outlets in both the United States and Brazil. sarah portnoy is Associate Professor of Teaching in the Departments of Latin American and Iberian Cultures and American Studies and Ethnicity at the University of Southern California. Her area of specialization is Latinx food culture and food justice in US Latinx communities. Her book Food, Health, and Culture in Latino Los Angeles (Rowman and Littlefield, 2016) has received recognition for its contributions to the field of food justice and Latinx food culture. She has written about Latinx food culture for the Los Angeles Times, Los Angeles Weekly, and numerous academic publications.

laura portwood-­s tacer is a developmental editor and publishing con­sul­tant for academic authors at ManuscriptWorks​.­com. She is currently writing a handbook on scholarly book proposals, ­under contract with Prince­ton University Press. Portwood-­Stacer previously taught media studies at New York University and the University of Southern California. 328  Contributors

yuridia ramírez is a Ford Foundation Fellow and Assistant Professor of History at the University of Illinois at Urbana-­Champaign. She is currently working on a book, tentatively titled Indigeneity on the Move: Transborder Politics from Michoacán to North Carolina, a historical and interdisciplinary analy­sis of a diasporic indigenous community and its transforming sense of indigeneity.

meghan k. roberts is a scholar of early modern Eu­rope and Associate Professor of History at Bowdoin College. She is the author of Sentimental Savants: Philosophical Families in Enlightenment France (University of Chicago, 2016) and is currently working on a book about medical expertise and moral authority. For more on her teaching and research, see meghankroberts​.­com.

john elder robison is the Neurodiversity Scholar at the College of William and Mary. He is also the author of Look Me in the Eye (Crown, 2007), one of his five New York Times best-­selling books about his life on the autism spectrum. He served two terms on the Interagency Autism Coordinating Committee for the US Department of Health and ­Human Ser­vices and serves as an autism and neurodiversity adviser to other federal agencies.

david schultz is Professor of Po­liti­cal Science at Hamline University and Professor of Law at the University of Minnesota. He is the author of more than thirty-­five books and two hundred articles on American politics and law.

lynn stephen is Phillip H. Knight Chair and Distinguished Professor of Anthropology at the University of Oregon as well as a past president of the Latin American Studies Association. Her current research focuses on gender vio­lence and access to justice for indigenous ­women; migration, immigration, and asylum; transborder/transnational studies; gender, race, and ethnicity; and testimony and self-­representation in Mexico, Guatemala, El Salvador, and the United States.

james e. sutton received his PhD in Sociology with an emphasis on crime and community from Ohio State University. His published works have examined a range of topics, including sexual assault in prison, gangs, state corporate offending, and the use of life events calendars to improve the reliability and validity of self-­reported interview data. He is currently chair of the Department of Sociology, chair of the Institutional Review Board, and Associate Professor of Sociology at Hobart and William Smith Colleges.

antar a. tichavakunda is Assistant Professor of Education at the University of Cincinnati. He uses so­cio­log­i­cal frameworks and critical race theory to examine college access, Black campus life, and the experiential core of the campus experience.

keri watson received her PhD from Florida State University. She is Associate Professor of Art History at the University of Central Florida and the founding director of the Florida Prison Education Proj­ect. Her research on art, activism, and high-­impact pedagogies Contributors 329

as they relate to prison education has been supported by the National Endowment for the Arts, the Institute of Museum and Library Ser­vices, and the Association of American Colleges and Universities.

ken wissoker is Senior Executive Editor at Duke University Press, acquiring books in the humanities, social sciences, media, and the arts. He joined the press as an acquisitions editor in 1991 and has published over 1,000 books that have won over 150 prizes. He also serves as Director of Intellectual Publics at the Gradu­ate Center, City University of New York. He speaks regularly on publishing at universities in the United States and around the world. karin wulf is executive director of the Omohundro Institute of Early American History and Culture, Professor of History at the College of William and Mary, and cochair of neurodiversity at William and Mary.

330  Contributors

Index

aaup (American Association of University Professors), 262, 274–82, 288, 296–97, 315. See also repre­sen­ta­tion, faculty; ­unionization ableism, 272–73 academic freedom, 47, 50, 274–84, 309; and boycotts and divestitures, 282–83; forms of, 252; ­free speech and, 5, 274, 277–78; journal publishing and, 89; precarity and, 290–93; social media and, 252; threats to, 274, 277, 281, 283; Title IX and, 306 #AcademicMeToo, 311 academic non-­faculty ­careers, 7, 28–31 Academic Personnel Office, 40 academic untenured ­careers, 38–44, 47–55, 58, 237 accountability groups, 228, 237–38, 256 adjunct positions, 3, 16, 29, 48–49. See also contingent employment advising. See mentorship administration, 31; departmental, 27, 39, 42, 61, 67; university, 57, 60, 311 adoption, 265–71. See also ­family affirmative action, 11 African Americans. See Black ­people Alabama Prison Arts and Education Proj­ect, 217, 218 Alone Together (Turkle), 187 alt-ac c­ areers, 16 Altmetric, 88 American Anthropological Association, 319 American Association of University Professors (aaup), 262, 274–82, 288, 296–97, 315. See also repre­sen­ta­tion, faculty; ­unionization

American Historical Association, 28 anxiety: among students, 198; diagnoses of, 251; ­family, 271; in online teaching, 182–83; of ju­nior scholars, 257; related to writing, 110, 119, 146. See also ­mental health Appointments, Promotion, and Tenure (ap&t), 246 article pro­cessing charges (apcs), 87 ArXiv, 90 archives, 85–86; digital, 90–91 Asian Americans, 3, 166, 204, 209. See also students of color assignment design. See teaching Association of American Universities, 137 Association of Research Libraries, 137 Association of University Presses, 137 associations, professional, 28, 39, 288, 311. See also individual association names BackStory, 258 Barnard College, 174 Belmont Report, 96. See also research, ethics of Berreth, Todd, 172 Black p­ eople: anti-­Black racism, 212, 280; Black Lives M ­ atter, 147, 171; faculty, 3; and microaggressions, 203–5; students, 3, 32–35, 108, 165–68; ­women, 32, 34–35, 233, 243. See also discrimination; racism; students of color Blackhawk, Ned, 321 Bloom’s taxonomy, 144. See also teaching book proposals, 121, 128–32 book royalties, 135–36, 224 Boston University, 291 Border Patrol, 195. See also Immigration and Naturalization Ser­vice (ins)

bound­aries, setting of: between faculty and students, 200, 235; labor-­related, 3, 62, 64, 247–50; parenthood/caregiving and, 252, 267–69; time and energy–­related, 42, 69, 162. See also work-­life balance Boycott, Divestment, Sanctions (bds) movement, 282–83 Brigham Young University, 198 Brown, Michael, 166–67 California Faculty Association (cfa), 291 campus visit, 13–15 Capella, 297 caregiving, 266–71 Carey, Hugh, 296 Car­ter, Jimmy, 296 Centers for Disease Control (cdc), 190 Central Connecticut State University, 200 Charleston Syllabus, 171 Chávez, César, 195 cheating, 92, 160 Chronicle of Higher Education, 73, 181, 255 Churchill, Ward, 281 City College of New York, 297 City University of New York, 297 Clery Act, 305 collaboration, 98, 157, 209, 211–15; coauthorship, 115; interdisciplinary, 168, 182, 187 collegiality, 13, 23, 45 Common Rule, 96 community building, 5, 19–22, 54, 58, 319, 321–22. See also networks, support community outreach, 50–51, 54, 208–16 community colleges, 67, 286, 293 conferences, 21–22, 42, 56, 61. See also pre­sen­ta­tions contingent employment, 16, 286–92, 297. See also adjunct positions contracts: employment, 16, 24–27, 38, 49, 290; publishing, 134–36 copyright, 138–39 Coronado, Juan, 200 Coronel, S., 194, 198 Cortina, Lilia M., 311 cover letters, 21, 128 crowdsourcing, 5, 68, 165–71 Creek Indians, 318–19 Custer Died for Your Sins (Deloria), 318

332  Index

daca (Deferred Action for Childhood Arrivals), 197 Dahlstrand, Kate, 199–200 Dartmouth University, 197 data, sharing of, 91, 115–16. See also research, ethics of debt, student, 38, 298 Declaration of Princi­ples on Academic Freedom and Academic Tenure (1915), 276–78 Decolonizing Methodologies (Smith), 319 Deferred Action for Childhood Arrivals (daca), 197 Deloria, Vine, Jr., 318 depression, 251. See also ­mental health Development, Relief, and Education for Alien Minors (dream) Act, 197 Dewey model, 295–96 Digital Science, 88 digital scholarship, 85, 91; #FergusonSyllabus, 165–71; libraries, 82–94; podcasts, 179, 256, 258; social media, 5, 35, 167, 251, 252, 255–60 disabilities, 189, 190, 191, 282–83; ableism, 272–73 discrimination: ableism, 272–73; gender harassment, 304, 313–14; in gradu­ate school, 19, 21; microaggressions, 20, 199, 203–7, 237, 244; and salaries, 26; and student evaluations, 261; and Title IX, 305. See also marginalization; racism; sexism; underrepre­sen­ta­tion dissertations, 10, 36, 48, 90, 153, 249; revision into book, 129–32 diversity, 19, 35, 73, 184, 210, 272–73; neurodiversity, 189–92. See also underrepre­sen­ta­tion dream (Development, Relief, and Education for Alien Minors) Act, 197 Dreamers, 193–201 Duke University, 19, 29, 32, 196, 223, 229, 230–31n2, 245, 318 Elsevier, 87–89 employment contracts, 16, 24–27, 38, 49, 290 experiential learning, 50–51; ser­vice learning, 223–31 external review, 42, 57. See also peer review Facebook. See social media faculty of color, 20, 57–58, 67, 233, 234, 237

­Family Educational Rights and Privacy Act (ferpa), 222 ­family: adoption, 265–71; security, 3, 198, 287, 292; stories in the classroom, 158, 176–77, 209, 211–12, 214–15; tensions ­regarding, 40; and work balance, 42–43, 52, 58, 64, 252, 265–71; working away from, 35 fellowships, 65, 71–81 #FergusonSyllabus, 165–71 ferpa (­Family Educational Rights and Privacy Act), 222 First Amendment, 275–79 first-­generation students, 3, 19, 21, 57, 149, 191, 194–95, 296, 320 Fitzgerald, Louise F., 311 Florida Department of Corrections, 219–22 Florida Gateway College, 220 Florida Prison Education Proj­ect, 218, 219 Foer, Franklin, 181–82 food studies, 47–55, 175 for-­profit institutions, 297 Fox News, 256 freedom of speech, 2, 5, 184, 259, 274–83 Freedom University, 197 Freire, Paulo, 143, 154 Freyd, Jennifer, 303, 313n8, 315n23, 315n28 Fugitive Slave Act, 274 funding, 5, 38, 55, 59, 71–81 Gavey, Nicola, 312 gender harassment, 304, 313–14 Georgetown University, 289 gi Bill, 196 Google Books, 90 Google Docs, 161, 176 Google Earth, 214 Google Scholar, 88, 91, 93n1 Gonzales, David-­James, 198 governance. See repre­sen­ta­tion, faculty grading, 149, 154–55, 157, 159–61 Gradu­ate and Postdoctoral Educational Support (grapes), 73 grants, 5, 38, 55, 59, 71–81 Gray, Freddie, 171 The ­Great American Education-­Industrial Complex (Picciano and Spring), 182 Guatemala, 213–15

Harvard University, 89, 274, 298, 307 HathiTrust, 90 Havasupai Tribe, 103–8 Havasupai Tribe v. Arizona Board of Regents, 104 historically white universities (hwus), 223. See also predominantly white institutions (pwis) H-­Net Humanities and Social Sciences, 73 Holmes, Oliver Wendell, Jr., 275 hooks, bell, 142–43, 154 humanities: and academic freedom, 292; departments, 10, 25; digital, 91–92, 172–73, 255; fields, 119, 137; job offers, 16; publishing in, 124; seminars, 145 HumArXiv, 90 hwus (historically white universities), 223. See also predominantly white institutions (pwis) identity: academic, 7, 18–23; attire and, 46; beyond the acad­emy, 34, 75; cultural capital and, 42; immigration status and, 195, 198; Latinx students and, 211; myths, 151; Native students and, 321; as neurodiverse, 189–90; and ser­vice responsibilities, 69; sexual orientation and, 3 immigration, 193–201; classroom activities related to, 50, 175–77, 208–16, 227–28; student families and, 3, 19, 21, 158, 198 Immigration and Naturalization Ser­vice (ins), 213–14. See also Border Patrol ImmigrationSyllabus, 171 Impact F ­ actor, 88 Impostor Syndrome, 1, 20, 22, 41 in­de­pen­dent scholars, 33, 238 Indigenous ­people, 97, 103–9, 211, 318–21. See also students of color Inside Higher Education, 38 Instagram. See social media Institutional Review Boards (irbs), 68, 95–102, 103–8, 116, 233 institutions, types of, 13, 320; community colleges, 67, 286, 293; for-­profit, 297; liberal arts, 67, 144, 234, 278, 297; open-­enrollment, 194. See also private institutions; public institutions irbs (Institutional Review Boards), 68, 95–102, 103–8, 116, 233

Index 333

Janus v. afscme Council 31, 291, 300 Jhala, Arnav, 172 job interviews, 10 job searches: changes in, 4, 28–29, 31, 285; committees, 9–16, 20–22, 30, 58; steps in, 9–17. See also pre­sen­ta­tions job switching, 43 Journal of Diversity in Higher Education, 261 Journal of Educational Psy­chol­ogy, 261 Kabre, 225–30 Karl, Terry, 307, 309 Knowledge Gap, 88 Lacks, Henrietta, 108 Latinxs, 3, 208–16; as a category, 210; Dreamers, 193–201; local communities, 19, 50–52, 55, 68, 208–16; students, 166, 209. See also immigration liberal arts institutions, 67, 144, 234, 278, 297 Lilienfeld, Scott, 204–5 lgbtq+ ­people, 18, 205, 242–43, 306. See also underrepre­sen­ta­tion libraries, 82–94 Lipsitz, George, 171 Lorde, Audre, 168 Loring, Edward G., 274 Machlup, Fritz, 283 marginalization: Black communities and, 167; disabled populations and, 252; irb pro­ cess and, 108; microaggressions and, 203; neurodiverse populations and, 189; social media and, 256; student veterans and, 199; Title IX and, 306. See also discrimination; underrepre­sen­ta­tion Malintzín’s Choices (Townsend), 174 Marquette University, 281–82 Martin, Jonathan, 261 Martínez, Gabriela, 208 Mas­sa­chu­setts Institute of Technology (mit), 56 McNair, Ronald E., scholarship program, 233 ­mental health, 1–2; of caregivers, 267, 270; of faculty of color, 57; of ju­nior scholars, 41–43; of students, 198, 234; sexual harassment and, 308; and stigmatization, 104. See also anxiety; self-­care

334  Index

mentorship, 232–39; and building confidence, 20–21; and building networks, 39, 62, 78; and mindfulness, 5; demands, 4, 58. See also networks, support #MeToo, 304, 311 microaggressions, 20, 199, 203–7, 237, 244 mit (Mas­sa­chu­setts Institute of Technology), 56 Mitchell, Kristina M. W., 261 Modern Language Association (mla), 244, 288 Moreton, Bethany, 197–98, 200 nagpra (Native American Graves Protection and Repatriation Act), 319 National Academies of Science, Engineering, and Medicine, 312 National Center for Faculty Development and Diversity, 238 National Endowment for the Humanities, 60 National ­Labor Relations Act, 299 National ­Labor Relations Board (nlrb), 291, 299–300 National Science Foundation, 73, 311 National ­Women’s Studies Association, 39 Native American Cultural Center (nacc), Yale University, 322 Native American Graves Protection and Repatriation Act (nagpra), 319 Native Americans, 3, 104, 153, 166, 211, 252, 318. See also Indigenous ­people; students of color Navajo Nation, 105 negotiation: employment contracts, 16, 24–27, 38, 49, 290; publishing contracts, 134–36 neoliberalism, 224; bud­get cuts ­under, 11, 182; corporate university and, 295–301; market logics of, 25, 31, 38; productivity metrics of, 17 networks: cultivating, 39–42, 247; intellectual, 35; professional, 244; support, 7, 20–22, 238, 319 New York Times, 106, 193, 255, 256 neurodiversity, 189–92. See also diversity 1915 Declaration (Declaration of Princi­ples on Academic Freedom and Academic Tenure), 276–78 1940 Statement (Statement of Princi­ples on Academic Freedom and Tenure), 278–80 nlrb v. Yeshiva University, 291, 299–300

nonacademic ­careers, 29, 31–37 nontraditional students, 193–200 North Carolina State University, 172–73 Northwestern University, 262–63 Norton, 120 Notre Dame de Namur University, 289 Numer, Matthew, 181 Obama, Barack, 197, 291, 298, 303–4 Office for ­Human Research Protections, 95 Olivarius v. Yale University, 314n12 Omi, Michael, 212 Pacific Lutheran University v. seiu, 299–301 Palgrave, 120 Pathways to Science, 73 peer review, 114–15, 124, 126, 131, 240–46, 256. See also external review Pell Grants, 3 A ­People’s History of the United States (Zinn), 196 personal statement, 21, 71, 74, 75 Pew Hispanic Center, 210 Picciano, Anthony, 182 Pickering v. Board of Education, 275–76 Pierce, Chester, 203–4, 206 Pinterest. See social media Pivot, 73 plagiarism, 92, 160 Poarch Band (Creek Indians), 318–19 podcasts, 179–80, 256, 258 Point Park University, 291 Post, Robert, 277 postdocs, 29, 73, 87 precarity, 4, 16, 31, 35, 252, 285–93 predominantly white institutions (pwis), 203, 205, 245. See also historically white universities (hwus) pre­sen­ta­tions, 42, 45–46. See also conferences; job searches presses: commercial, 125–26; predatory, 126; trade, 118–23, 135; university, 123–25 Presumed Incompetent, 41–42 prisons, 96, 217–22 private institutions: collective bargaining and, 291, 299–300; First Amendment and, 275; negotiating with, 24, 27; public funding of, 296; resources of, 322; tenure at, 39, 283. See also institutions

ProQuest, 73 ps: Po­liti­cal Science & Politics, 261 public institutions, collective bargaining and, 300; First Amendment and, 274–75; funding opportunities at, 53; immigration status and, 197; negotiating with, 24–28; tenure at, 38, 283. See also institutions Public Library of Science, 87 publishing: academic, 35; books, 52, 118–41; contracts, 134–36; digital, 86–92; commercial, 33, 87; journals, 109–17; peer review, 241–44 racism, 4; teaching about, 144, 209, 212; in the US Navy, 199. See also discrimination; microaggressions Random House, 120 Reacting to the Past, 148 Reagan, Ronald, 179, 296 recommendation letters, 11, 13, 77, 240 Red Power movement, 318 repre­sen­ta­tion, faculty, 39, 311; erosion of, 292, 295, 297, 299–300; exclusions from, 30. See also American Association of University Professors (aaup); ­unionization research: ethics of, 95–102, 103–8; funding of, 5, 38, 55, 59, 71–81; metrics for, 88–89; tools for, 88–89 Research in Higher Education, 261 retention: of faculty, 27, 63, 65; of students, 293 Romero, Lora, 245 sabbaticals, 269 safety: in the workplace, 303–4; of black lives, 35; of instructors, 161; schools and, 28, 133 Saint Xavier University, 236 salary, 209, 234, 256, 267; inequity, 3, 24, 26, 49, 286–91; negotiating, 16, 24–27, 63; nonacademic, 30, 33. See also negotiation, employment contracts Sanders, Sarah Huckabee, 256 San Francisco Declaration on Research Assessment, 88 Science Citation Index, 88 science, technology, engineering, and math (stem): departments, 10; fields, 31, 304; grants, 72–73; job offers, 16; journals, 85–86, 92

Index 335

Second Chance Pell Grant Initiative, 220 self-­care, 42–43; interview pro­cess and, 15; support networks and, 266; professional commitments and 58, 161–62, 269–71. See also bound­aries, setting of; m ­ ental health; work-­life balance ser­vice, 4, 30, 67–69; departmental, 54, 56–58; strategic se­lection of, 39, 41, 58–59, 69, 247–50 ser­vice learning, 223–31 sexism, 4, 167, 256, 262, 272. See also discrimination; ­women sexual vio­lence and sexual harassment (svsh), 302–17. See also w ­ omen Shockley, William, 280–81 Simons Foundation: Funding Opportunities in Math, Life Sciences, Physical Sciences, and Autism, 73 Smith, Carly Parnitzke, 303 Smith, Linda Tuhiwai, 319 social media, 5, 35, 185, 251, 252, 255–60; Facebook, 28, 125, 257–59; Instagram, 125, 175; Pinterest, 179; Twitter, 4, 118, 122, 125, 167–70, 257–59; YouTube, 147, 158, 162, 203 Sociologists for ­Women in Society, 39 Souter, David, 279 South Atlantic Modern Language Association, 217 Spring, Joel, 182 staff, 190, 192, 273, 322; department, 39, 40, 60, 64, 245; grant support for, 72; harassment of, 302–11; recognizing, 44, 46; supervision of, 31, 64 Stanford University, 81, 90, 92, 231, 245, 280, 307 start-up funds, 26, 138 State University of New York, 296 Statement on Freedom of Expression and Campus Speech Codes (1994), 282 Statement of Princi­ples on Academic Freedom and Tenure (1940), 278–80 Statement on Professional Ethics (1966), 281–82 stem (science, technology, engineering, and math): departments, 10; fields, 31, 304; grants, 72–73; job offers, 16; journals, 85–86, 92 Stetson University, 220 student evaluations, 261–63

336  Index

students of color, 20, 32, 209, 234, 320. See also Asian Americans; Black ­people; Indigenous ­people; Latinxs; Native Americans; underrepre­sen­ta­tion Sue, Derald Wing, 204 support networks. See networks, support svsh (sexual vio­lence and sexual harassment), 302–17. See also ­women teaching assistants, 159, 161, 233, 235 teaching, 38, 46, 50, 56, 67, 199; assignment design, 147, 158, 173–79; course design, 51, 53, 61, 165–71, 191–92, 208–16; large format, 156–64; online, 182–87, 297; po­liti­cal topics, 169, 170; in prisons, 217–22; small format, 142–55; student evaluations and, 261–63; technology in, 51, 68, 158–59, 174, 179, 181–88, 191 technology: and research, 83, 86; in the classroom, 5, 51, 68, 156, 159, 170, 172–73, 181–87, 191, 218; in libraries, 90–92; in pre­sen­ta­ tions, 46; in publishing, 89 tenure, 3–4, 56–59; disappearance of, 283, 285, 296, 298; letters for, 1, 42, 240–41, 245–46; pressures from, 269; untenured positions, 38–44, 58, 237 #ThisIsWhatAProfessorLooksLike, 4, 162, 205 Title IX, 234, 302–17 Title VII, 310 Togo, 223–30 ­Toward an Open Monograph Ecosystem (tome), 137 Townsend, Camilla, 174 Tropics of Meta (blog), 177 Trump, Donald, 291, 295–301, 306 Trump University, 297 #TrumpSyllabus, 171 Turkle, Sherry, 187 Twitter. See social media underrepre­sen­ta­tion: among faculty, 4, 56, 57, 162, 243–45; among students, 18, 166; ser­vice commitments and, 248. See also discrimination; marginalization undocumented students, 3, 193–200, 213–15 ­unionization, 25, 30, 287–88, 290–91, 299–300, 311. See also American Association of University Presses (aaup); repre­sen­ta­tion, faculty

Unity game platform, 173 University of California at Los Angeles, 198 University of Central Florida, 218–20 University of Colorado, 281 University of Georgia, 199 University of Illinois at Chicago, 289; University of Illinois at Urbana-­Champaign, 286 University of Kentucky, 175 University of Michigan, 262, 319–20 University of Montana, 305 University of New Mexico, 305 University of Oregon, 208, 290, 315n23 University of Southern California, 47, 49–53, 198 US Department of Veterans Affairs, 193 U.S. News & World Report, 298 veterans: as students, 193–96, 199–200 Walden, 297 Washington University (St. Louis), 290 Weber State University, 196 well-­being, 5, 40, 235, 308, 310. See also ­mental health; self-­care Wheaton College, 305 Whiteboard, 61 white privilege, 209 white supremacy, 212 Wikipedia, 88, 139, 146, 174 Wiley, 120

William & Mary Neurodiversity Initiative, 190–91 Winant, Howard, 212 Wiseman, Christine, 236 Wissoker, Ken, 242–43 ­women: of color, 19–20, 40–41, 256; and pay gap, 3; in science, 18; ser­vice demands on, 40–41, 67, 69, 240; and sexual vio­lence and sexual harassment (svsh), 302–17; and support networks, 20–21, 39–40, 233–34; underrepre­sen­ta­tion among faculty 3–4, 56–57, 205. See also sexism work-­life balance, 1–3, 8, 252, 265–71; pre-­ tenure, 43–44, 238; post-­tenure, 58–59, 62. See also bound­aries, setting of; ­family World without Mind (Foer), 181–82 writing: accountability groups, 228, 237–38, 256; author responses, 133; of books, 52, 129, 141; as classroom tool, 145–47, 157, 175–76; of grants, 29, 31; of journal articles, 109–12; peer reviews, 240–46; of personal statements, 75; pro­cess, 109–10; for the public, 33–35, 52; of recommendation letters, 11, 13, 77, 240; samples, 13; style, 120; teaching of, 182–83. See also external review; peer review; publishing Yale University, 321–22 YouTube. See social media Zinn, Howard, 196

Index 337